INTEGRATING METACOGNITIVE STRATEGIES AND DIGITAL TOOLS TO IMPROVE SPEAKING PROFICIENCY IN EFL CLASSROOMS

Abstract

Developing speaking proficiency remains one of the most challenging aspects of English as a Foreign Language (EFL) instruction, particularly in environments where learners have limited exposure to authentic communicative contexts. This paper explores how the integration of metacognitive strategies—such as planning, monitoring, and self-evaluation—with digital tools can significantly enhancestudents’ oral language development. Metacognitive awareness empowers learners to take control of their speaking processes, whiletechnology provides dynamic platforms for interaction, practice, and feedback. The study draws on recent pedagogical research andclassroom-based evidence to illustrate how digital tools such as speech recognition software, mobile apps, virtual classrooms, and AIdriven feedback systems can support strategic thinking and speaking practice. It also examines teacher roles in scaffolding metacognitive strategy use through technology-enhanced tasks. Findings suggest that a combined cognitive-technological approach not only improves learners’ speaking fluency but also fosters learner autonomy, motivation, and confidence. The article concludes with practical recommendations for language educators seeking to create metacognitively rich and technologically innovative speaking environments in EFL contexts.