Developing and Validating the Metacognitive Awareness Speaking Questionnaire

Researchers investigate the impact of metacognition on language learning achievement and report that metacognition positively influences learners' learning achievement. Instruments to measure learners' metacognition have been developed to meet the needs. This article describes an instrument's development and validation process to assess English foreign language (EFL) speakers' metacognitive awareness. This questionnaire is developed based on metacognitive knowledge. A review of the relevant literature related to metacognition and learners' regulations of speaking strategies is presented to support the metacognition questionnaire development. The development of the MASQ involves one expert in psychology and three EFL teachers. They give the final consideration and assessment based on the construct and content validity. The writers conduct a tryout test by involving 51 EFL students from three different universities in Central Java. The analysis of the validity and reliability of the questionnaire is done by utilizing SPSS software. The validity test adopts the product-moment correlation analysis, and the reliability test follows Cronbach's Alpha statistical analysis and measurement standard. This study presents a questionnaire with 21 questions designed to assess EFL speakers' metacognitive awareness. This behavior-based questionnaire uses the Linkert scale system and is designed to measure the level of metacognitive awareness in speaking.