Implementing Self-Regulated Learning in Improving EFL Students’ Speaking Skills Integrated with Self-Confident Level in Islamic-Affiliated Schools
Keywords:
English materials development;, Self-regulated learning, speaking skills, self-confidence
Abstract
One of the primary goals of education is to foster students’ autonomy and self-regulation in learning while recognizing their active roles in the learning process. In English language teaching, self-regulated learning (SRL) has been widely implemented as a strategy to achieve these goals. Speaking, as a skill, requires learners to quickly access and apply linguistic knowledge, often leading to challenges such as fluency issues. Furthermore, non-linguistic factors, particularly a lack of confidence, contribute significantly to the difficulties students face in developing speaking skills. This study investigates the effectiveness of SRL in teaching speaking skills, particularly in relation to students' self-confidence levels, in Islamic-affiliated schools. A mixed-methods approach using concurrent embedded design was employed to gather both quantitative and qualitative data. Quantitative data were analyzed statistically, while qualitative data were processed through data condensation, data display, and conclusion verification. The findings reveal that SRL strategies are particularly effective for students with higher levels of self-confidence, significantly improving their speaking abilities in the context of Islamic-affiliated schools. The study concludes that SRL can be a valuable approach in enhancing speaking skills, but its success is closely tied to students' confidence levels. These findings suggest that teachers should not only incorporate SRL strategies but also focus on building students’ self-confidence to maximize the effectiveness of speaking instruction in EFL contexts.
References
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Channa, L. A., Gilhooly, D., Lynn, C. A., Manan, S. A., & Soomro, N. H. (2017). Friend or Foe? First Language (l1) in Second/Foreign Language (l2/Fl) Instruction & Vygotsky. Journal of Language and Cultural Education, 5(2), 25–39. https://doi.org/10.1515/jolace-2017-0016
Chien, C.-W. (2019). Taiwanese EFL undergraduates’ self-regulated learning with and without technology. Innovation in Language Learning and Teaching, 13(1), 1–16. https://doi.org/10.1080/17501229.2016.1264076
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.
Dheressa, M. A., Olana, T., & Bekele, E. (2023). The Effect of Task-Based Language Instruction on Shambu Secondary Students’ Speaking Self-Efficacy Beliefs and Benefits. Journal of Languages and Language Teaching, 11(4), 822. https://doi.org/10.33394/jollt.v11i4.8811
Djafri, F., & Wimbarti, S. (2018). Measuring foreign language anxiety among learners of different foreign languages: In relation to motivation and perception of teacher’s behaviors. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), 17. https://doi.org/10.1186/s40862-018-0058-y
Elshahawy, K. E. M. (2020). Affective Variables from the Applied Linguistics Perspective: A Study of the Saudi Undergraduate Students Majoring in English Language. Journal for the Study of English Linguistics, 8(1), 70. https://doi.org/10.5296/jsel.v8i1.16357
Fauziyah, H., Gozali, A., & Degeng, P. D. D. (2023). Teacher’s Perspective towards EFL Students’ Speaking Performance in Post Covid-19 Pandemic Era. Journal of Languages and Language Teaching, 11(2), 338. https://doi.org/10.33394/jollt.v11i2.7497
Follmer, D. J., & Sperling, R. A. (2019). Examining the Role of Self-Regulated Learning Microanalysis in the Assessment of Learners’ Regulation. The Journal of Experimental Education, 87(2), 269–287. https://doi.org/10.1080/00220973.2017.1409184
Gazibara, T., Wiltshire-Fletcher, M., Maric, G., Kozic, D., Kisic-Tepavcevic, D., & Pekmezovic, T. (2019). Self-confidence and clinical skills: The case of students who study medicine in English in a non-English speaking setting. Irish Journal of Medical Science (1971 -), 188(3), 1057–1066. https://doi.org/10.1007/s11845-018-1947-2
Haerazi, H., & Kazemian, M. (2021). Self-Regulated Writing Strategy as a Moderator of Metacognitive Control in Improving Prospective Teachers’ Writing Skills. Journal of Language and Literature Studies, 1(1), 1–14. https://doi.org/10.36312/jolls.v1i1.498
Hayati, A. (2020). The Use of Digital Guessing Game to Improve Students’ Speaking Ability. Journal of English Education and Teaching, 4(1), 115–126. https://doi.org/10.33369/jeet.4.1.115-126
Hidayatullah, H., & Haerazi, H. (2022). Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness: Speaking Skills; Phonology Awareness; Games. Journal of Language and Literature Studies, 1(2), 93–102. https://doi.org/10.36312/jolls.v1i2.614
Huang, X. (2024). Research on the Effectiveness of Task-based Language Teaching in Higher Education. Adult and Higher Education, 6(1), 74–80. https://doi.org/10.23977/aduhe.2024.060111
Indahsari, D. (2020). Using Podcast for EFL Students in Language Learning. JEES (Journal of English Educators Society), 5(2), 103–108. https://doi.org/10.21070/jees.v5i2.767
Jupri, J., Mismardiana, Muslim, & Haerazi, H. (2022). Teaching English Using Two Stay Two Stray in Improving Students’ English Speaking Skills Integrated with Foreign Language Anxiety. Journal of Language and Literature Studies, 2(1), 33–42. https://doi.org/10.36312/jolls.v2i1.719
Kasbi, S., & Elahi Shirvan, M. (2017). Ecological understanding of foreign language speaking anxiety: Emerging patterns and dynamic systems. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 2. https://doi.org/10.1186/s40862-017-0026-y
Kazemian, M., Irawan, L. A., & Haerazi, H. (2021). Developing metacognitive writing strategy to enhance writing skills viewed from prospective teachers’ critical thinking skills. Journal of Language and Literature Studies, 1(1), 15–28. https://doi.org/10.36312/jolls.v1i1.499
Kormos, J., & Csizér, K. (2014). The Interaction of Motivation, Self?Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups. TESOL Quarterly, 48(2), 275–299. https://doi.org/10.1002/tesq.129
Kumar, M., Kalakbandi, V., Prashar, S., Neelu, & Parashar, A. (2017). Overcoming the effect of low self-esteem on public speaking anxiety with mindfulness-based interventions. DECISION, 44(4), 287–296. https://doi.org/10.1007/s40622-017-0166-4
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Published
2025-05-01
How to Cite
Muhsinin, M., Haerazi, H., & Rahman, A. (2025). Implementing Self-Regulated Learning in Improving EFL Students’ Speaking Skills Integrated with Self-Confident Level in Islamic-Affiliated Schools. Indonesian Journal of EFL and Linguistics, 10(1), 31-49. https://doi.org/10.21462/ijefl.v10i1.850
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