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All Journal Langkawi: Journal of The Association for Arabic and English Al Lughawiyaat
Yang, Chen Ching
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Education Languange, Linguistic, Communication & Media

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EFL Students' Practices of Self-Regulated Language Learning in Speaking Halim, Abdul; Atikah, Dewi; Yang, Chen Ching; Rahayu, Sri
Langkawi: Journal of The Association for Arabic and English Vol 9, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5482

Abstract

This study investigates the self-regulation strategies employed by English as a Foreign Language (EFL) students to augment their speaking proficiency. Grounded in Bandura's social cognitive theory and Zimmerman's metacognitive approach, this research adopted a case study research design to capture the essence of participants' experiences. Findings revealed a diverse array of highly effective self-regulation strategies, including reading practice, video consumption, engaging in speaking exercises, writing tasks, note-taking, listening to English content, and maintaining a healthy lifestyle. Reading practice emerges as a foundational strategy. Its emergence allows students to expand their vocabulary, develop critical thinking skills, and broaden their perspectives. Watching videos is a potent tool for language development, enabling students to acquire new vocabulary, refine pronunciation, and observe effective body language. Speaking practice provides a platform for students to apply their knowledge in verbal communication, resulting in enhanced vocabulary retention, pronunciation, and body language skills. These strategies empowered students to expand vocabulary, develop critical thinking skills, refine pronunciation, and enhance body language. The study aligns with prior research and offers a comprehensive framework for EFL learners to optimize their language acquisition process. Pedagogically, the identified strategies provide educators, curriculum designers, and policymakers in English Language Teaching (ELT) with valuable insights to create learner-centered environments. By integrating these strategies, educators can foster independent, motivated learners, curriculum designers can embed effective self-regulation techniques, and policymakers can advocate for learner-centered approaches. This integration can potentially revolutionize ELT, producing empowered, independent learners poised for success in language acquisition and lifelong learning endeavors.
Voices in the Classroom: Unraveling the Impact of Teacher Beliefs on Speaking Skills Halim, Abdul; Yang, Chen Ching; Nasril, Nasril
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.4164

Abstract

Focusing on teacher beliefs in language instruction, this research explores their nuanced influence on speaking classes. By examining teacher reflections and students' experiences, the study reveals a multifaceted process wherein educators employ innovative techniques to foster critical thinking and active participation. The findings emphasize the transformative potential of teacher-student interactions, underscoring the importance of recognizing and leveraging these beliefs for more effective language instruction. Keywords: Teacher belief, Speaking skill, Reflective practice, Student centered-learning
Co-Authors A Halim Atikah, Dewi Nasril, Nasril SRI RAHAYU