SESSION 3C
Jennifer Wallace
Language learning metastrategies for speaking

Abstract
Language learning ‘metastrategies’ are useful tools for successful language learning as they are strategies which allow students to regulate their approaches to learning. Research suggests that learning strategies should be taught explicitly in classrooms and the learning of speaking can be supported by using metastrategies. This workshop is based on research conducted in two language schools in Sydney, Australia, for a Master of Education dissertation. The study explored teacher beliefs and practice in relation to the teaching of metastrategies for speaking. This workshop has two parts. The presenter will begin by sharing insights gained in the study in relation to teacher practice, and give teachers a general understanding of metastrategies. In the second part of the workshop participant teachers will use a speaking lesson plan to identify opportunities for teaching metastrategies, and discuss ways in which the strategies could be taught, for example using modelling and eliciting techniques. As such, this workshop will be of interest to teachers who wish to reflect on their own approaches to teaching speaking, and those who want to encourage language learners to self-regulate.

Bio
Jennifer is an Academic English Teacher at UTS:INSEARCH in Sydney, Australia. She has just completed a Master of Education at The University of Sydney, for which her dissertation focused on teacher beliefs and practice in relation to language learning strategies. She also participated in the English Australia Action Research in ELICOS program in 2013, and presented her findings at the English Australia Conference (2013) and the AILA World Congress (2014). Her area of interest is ways in which teachers can support students to gain more independence in language learning.