Self-Regulated Learning Method Through Smartphone Assistance in Promoting Speaking Ability

Abstract

Self-regulated learning is a method of the student-centered learning paradigm. This method encourages students to be actively involved in the learning process, organize themselves, recognize their capabilities, and take the initiative to decide the appropriate way to achieve the learning achievement. The use of self-regulated learning with smartphones' assistance has had a double effect on students' language proficiency. However, the self-regulated learning method with smartphone assistance in the speaking class has not been supported by current empirical studies. The evidence indicates that self-regulated learning with smartphones' assistance affects students' English skills, such as acuity in micro-and macro-linguistics analysis, improved digital literacy, enthusiasm for learning, and self-potential development autonomy. This study aimed to analyze the impact of using the self-regulated learning method with smartphones in the speaking class. This review is a quantitative study with a pre-test and post-test design that was executed between October 2020 until January 2021. 110 students were chosen as samples in this study. An English-speaking rubric has been used to obtain data; that data was then analyzed by a software application that is SPSS 24.0, which was proceeded by qualitative description. The findings demonstrate that using a self-regulated learning method with smartphone assistance has positively impacted student speaking ability. This increased effect is demonstrated by the adjusted mean score on the post-test = 82.32. English instructors are encouraged to apply this method by considering students' characteristics, cognitive capacities, learning styles, learner autonomy, and the steps of how to apply this method in the instruction process.

Investigating Smartphone Empowerment for Self-Regulated Learning in English Language Acquisition: A Descriptive Study

“…This study investigates the crucial role of self-regulated learning (SRL) in enhancing students' English language acquisition. SRL involves strategies like setting effective study schedules, managing the learning environment, overcoming procrastination, and recognizing how cell phones can support learning goals (Eissa, 2020;Khiat & Vogel, 2022;Menggo et al, 2022;Gonzalez-DeHass, 2019;Domínguez & García, 2017;Zimmerman, 2001). Within the English as a Foreign Language (EFL) context, SRL promotes strong resource management, motivation, persistence, and commitment -all critical drivers of language learning success.…”

Simulator Laras Wicara Learning Media Needs According to The Perceptions of The Students of The Indonesian Language and Literature Education Program of Universitas Tidar

“…The evaluation is in the form of scores and markers of errors or inaccuracies when speaking, such as the five basic components of speaking. Menggo et al [19] found that smartphone-assisted independent learning had a positive effect on improving speaking skills. This article presents the results of observations through a questionnaire according to the perceptions of PBSI students of Universitas Tidar regarding the need for speaking learning media.…”

Self-Regulated Learning Strategies and Their Relationship to Grammar Achievement of Undergraduate English Department Students

“…SRL also can be recognized as an active, beneficial process in which learners set learning goals and then monitor, regulate, and manage their cognition, motivation, and behavior (Paul R. Pintrich, 2000;Zimmerman, 2008). Moreover, Menggo et al (2022) assert that SRL is an educational process that enables students to self-regulate when determining ideas or concepts and evolving their learning strategies to accomplish attainable outcomes. Unlike conventional education, these learning strategies concentrate on students' interests and acknowledge students' voices as the basis of the learning experience (Alten et al, 2020;Nen et al, 2022;Olubode et al, 2022).…”