This chapter introduces the background and motivation for the book, which reports a study examining the relationships among strategic competence, task complexity, and speaking performance in computer-delivered multimodal speaking tasks. It situates the study within the context of English as a foreign language (EFL) education in China and the increasing use of multimodal assessments represented by TOEFL iBT integrated speaking tasks. Based on Bachman and Palmer’s (2010) framework of non-reciprocal language use, the chapter identifies a research gap concerning how learners’ metacognitive strategy use and perceived task complexity interact to influence speaking performance. It also presents the research questions guiding the study and outlines the organisation of the book.