The impact of metacognitive strategies and reflective practices on English (L3) majors’ speaking anxiety: a mixed-methods study

Key Points

• Reduced speaking anxiety was observed in English majors engaged in metacognitive strategies and reflective practices, enhancing their confidence.
• Qualitative insights indicated that students felt more prepared and less anxious during speaking activities after applying these strategies.
• Mixed-methods approach included surveys and interviews, allowing for a comprehensive understanding of students' experiences with speaking anxiety.
• Findings support the incorporation of metacognitive strategies in language learning curricula to help alleviate anxiety during speaking activities.