Exploring Metacognitive Strategies’ Influence on Communicative Competence among Sixth-Semester EFL Students at Unrika

Abstract

The aims of this study are to explore the influence of metacognitive strategies on the communicative competence of sixth-semester EFL students at Universitas Riau Kepulauan (Unrika). This qualitative research focuses on how learners plan, monitor, and evaluate their language use—particularly in speaking activities—and how these processes contribute to their ability to communicate effectively in English. Data were collected through semi-structured interviews and classroom observations involving purposively selected participants. A thematic analysis was conducted to identify key patterns in students’ metacognitive behaviors and their perceived impact on communicative performance. The findings reveal that students who actively apply metacognitive strategies—such as planning their speech content, monitoring their language during interactions, and reflecting on their performance—demonstrate higher levels of confidence, fluency, and coherence. However, some students encounter difficulties in consistently implementing these strategies, especially in spontaneous speaking situations. The study highlights the importance of integrating metacognitive awareness into EFL instruction to enhance students’ overall communicative competence.