The Use of Self-Regulated Learning Among University Students to Improve English Speaking

This study investigated the use of native-speaker video clips with subtitles to teach oral skills to improve English speaking. A student with medium achievement in English was selected and given the treatment that comprised of 11 weeks of recorded practice interspersed with 6 fortnightly oral presentations to the researcher that were also recorded. The practice clips were analysed for the types of learning strategies employed, namely rehearsal, elaboration, and organization, and Self Regulated Learning (SLR) which included meta-cognition and perseverance, while the oral production recordings were analysed for fluency, understanding, pronunciation, stressing, and intonation. The findings showed that the student adjusted the levels of use of rehearsal strategies, perseverance, durations of practice, and frequency of repeats following the feedbacks after each oral presentation, and that oral production skills improved gradually with the reduction of errors in fluency, pronunciation, and stressing and the increase of understanding and intonation skills. The findings revealed that purposeful and effortful use of the native-speaker video clips removed code-switching tendencies in the learner.