This study aimed to assess the effectiveness of metacognitive methods in college general English classes to improve students’ communication skills and metacognitive awareness. The approach involved structuring learning activities where students adapted movie dialogues, practiced roles, collaborated with peers, and received feedback on problemsolving. The results showed significant improvements in speaking skills, with preassessment scores of 24.79 increasing to 27.17 in the post-assessment (p < .01). These findings indicate notable gains in fluency and accuracy in English communication, as well as improved attitudes towards the language. Although there were improvements in post-assessment scores for metacognitive processes, these changes were not statistically significant. This study highlights the importance of incorporating diverse learning methods into college general English classes, particularly emphasizing the value of metacognitive techniques. These methods help students apply classroom learning to realworld social situations and enhance their communication abilities.

1. INTRODUCTION
    1.1. Research Objective and Content
    1.2. Research Questions
2. REVIEW OF THE LITERATURE
    2.1. What is Metacognition?
    2.2. Effective English Communication
    2.3. Metacognitive Application in a Constructivist Context
    2.4. Previous Research on the Learning Effects of Metacognition
3. METHODOLOGY
    3.1. Subjects
    3.2. Approach
4. FINDINGS
    4.1. English Speaking Abilities
    4.2. Metacognitive Abilities
    4.3. Learners’ Perceptions through Reflective Journals.
    4.4. The Correlation between Metacognitive and English Speaking
5. DISCUSSION AND CONCLUSION
REFERENCES

• Myeong Hee Shin(Associate Professor, Department of General English, Hannam University, 70 Hannamro, Daedeok-gu, Daejeon, 34430, Korea)