Enhancing self-regulated learning in teaching spoken communication: Does it affect speaking efficacy and performance?
Electronic Journal of Foreign Language Teaching
Bahir Dar University, Ethiopia
The study examines the effects of enhancing self-regulated learning in the teaching of spoken communication on speaking efficacy and performances among second year students attending spoken and written communication lessons in the College of Business and Economics of Bahir Dar University. In this study, two sections consisting of 91 participants were included. To gather data, scales, tests, and diaries were used. Descriptive statistics, paired t-test, independent samples t-test, and analysis of covariance (ANCOVA) were applied to analyze the quantitative data. On the other hand, the qualitative data were analysed using such steps as looking for themes and coding, categorizing codes of similar content, and writing summary and interpretation. The outputs of the ANCOVA show that 56% of the variance in speaking performance and 39% of the variance in speaking efficacy are accounted for by the self-regulated learning intervention controlling for initial differences. The qualitative analysis also indicated that the experimental group improved its speaking efficacy and performances. Overall, the results reveal that the experimental group surpasses the control group in both speaking efficacy and performances. The results imply that attention needs to be paid to the enhancement of self-regulated learning in the process of teaching spoken communication. © Centre for Language Studies National University of Singapore.