Metacognition in Teaching Oracy
Listen to Master Teacher Emelyn Kuan explain how English Language teachers can help students reflect on their own thinking to build listening and speaking skills.
Last updated 9 September 2026
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The podcast episodes in the area of Metacognition offer a range of perspectives on why Metacognition is important for student learning, what Metacognition looks like in enactment and how it can be enacted in classrooms.
In this episode, Master Teacher Emelyn Kuan talks about how English Language teachers can enable their students to think about their own thinking when learning to develop their listening and speaking skills.
Further reading on metacognition and oracy teaching
Topic | Further Reading |
|---|---|
Related Singapore Teaching Practice (STP) Pedagogical Practice | STP Pedagogical Practice: |
Metacognition | Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The Nature of Intelligence (pp. 231–235). Hillsdale, NJ: Lawrence Erlbaum Associates. |
Metacognition | Goh, C. M. C. (2014). Reconceptualising second language oracy instruction: Metacognitive engagement and direct teaching in listening. The Asian Journal of English Language and Pedagogy, 2(1), 1-31. |
Metacognition | Pressley, M., & Gaskins, I.W. (2006). Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students? Metacognition Learning, 1, 99–113. |
Episode published 25 Mar 2021.