EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study
Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spo...
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| Format: | Article |
| Language: | English |
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Elsevier
2021-04-01
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| Series: | Heliyon |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844021007672 |
| _version_ | 1819131328359038976 |
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| author | Mohialdeen Alotumi |
| author_facet | Mohialdeen Alotumi |
| author_sort | Mohialdeen Alotumi |
| collection | DOAJ |
| description | Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation. |
| first_indexed | 2024-12-22T09:13:46Z |
| format | Article |
| id | doaj.art-0b0871c3970d413497c4a48558fa928a |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-12-22T09:13:46Z |
| publishDate | 2021-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-0b0871c3970d413497c4a48558fa928a2022-12-21T18:31:21ZengElsevierHeliyon2405-84402021-04-0174e06664EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey studyMohialdeen Alotumi0Corresponding author.; Department of English, Faculty of Languages, Sana'a University, Sana'a, YemenDespite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.http://www.sciencedirect.com/science/article/pii/S2405844021007672EducationPsychologyMotivationForeign languageEnglish as a foreign language (EFL)Self-regulated learning (SRL) |
| spellingShingle | Mohialdeen Alotumi EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study Heliyon Education Psychology Motivation Foreign language English as a foreign language (EFL) Self-regulated learning (SRL) |
| title | EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study |
| title_full | EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study |
| title_fullStr | EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study |
| title_full_unstemmed | EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study |
| title_short | EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study |
| title_sort | efl college junior and senior students self regulated motivation for improving english speaking a survey study |
| topic | Education Psychology Motivation Foreign language English as a foreign language (EFL) Self-regulated learning (SRL) |
| url | http://www.sciencedirect.com/science/article/pii/S2405844021007672 |
| work_keys_str_mv | AT mohialdeenalotumi eflcollegejuniorandseniorstudentsselfregulatedmotivationforimprovingenglishspeakingasurveystudy |