This chapter discusses the main findings of the study reported in the book by relating the quantitative and qualitative results to existing research on metacognitive strategy use, task complexity, and speaking performance. It argues that learners’ metacognitive strategy use was influenced by both individual attributes and task conditions, with prior knowledge emerging as a central factor in perceptions of task complexity. The chapter also interprets the negative relationship between task complexity and test performance and explains why monitoring, despite its low reported frequency, moderated the effect of task complexity on speaking outcomes in computer-delivered multimodal speaking tasks.