This paper presents a case study that analyzes the efficacy of integrating metacognitive strategies with Task-Based Language Teaching (TBLT) to improve the oral proficiency of Chinese students enrolled in the Marco Polo and Turandot Programs, who are learning Italian as a Second Language. The research utilizes the Teaching Speaking Cycle Pedagogical Model (Goh & Burns, 2012), involving L2 learners in a series of three distinct speaking tasks. A key component of the methodology was the systematic delivery of individual feedback, followed by the re-performance of the tasks. Critically, the study incorporated a dedicated metacognitive activity after the second task, explicitly prompting students to analyze and reflect on their own linguistic output and learning behavior. Data collection methods included audio recordings of the tasks and a final questionnaire assessing student perceptions. Findings indicate that this reflective approach significantly boosted learners’ self-correction and reduced performance anxiety, suggesting a marked improvement in the quality and organization of their linguistic output. The study argues that explicitly teaching metacognitive awareness is essential for promoting learner autonomy and self-regulation.
Silvia Scolaro (Mon,) studied this question.