Language Teaching Research Quarterly

Despite the importance of speaking in developing learners’ command of language, due to a paucity of research in the domain, little is understood of teachers’ systematic strategy instructional practices to improve the quality of their students’ utterances. This study sought to address this gap in knowledge through the study of the practices of an experienced teacher in a Singapore primary school and another experienced teacher in an elementary school in Japan. Connecting with and drawing from Rebecca Oxford’s work on learning strategies and the development of young children’s English language skills, it aims to shed light on the value of metacognitive strategy instruction in raising children’s awareness about their own learning processes. It highlights the value of honing students’ knowledge and use of strategies for effective communication by actively engaging them in making meaning of the information they have. Teachers’ instruction on strategies for speaking significantly eases the cognitive load for learners in formulating utterances and enables them to participate meaningfully in discussions with their teachers and peers.