This study aims to examine the relationships between students metacognitive strategies and English oral performance.In this study,we developed a video annotation system in hope of providing students opportunities to reflect on their and others English oral performance.Participants were 20 university students in an English oral communication skill course; they were required to comment and review feedback on the video annotation system throughout the 18-week semester.Through the long-term peer assessment activities,students learned to give comments on specific features of English oral performance and to identify their own mistakes,and develop self-awareness of their own oral performance.The findings indicate a significant correlation between types of peer feedback(content v.s.delivery)and metacognitive strategies.Based on the findings,it is suggested that providing training on giving specific feedback can help to promote self-awareness and reflective skills in language learning.