Self-regulated speaking strategies used by Vietnamese EFL learners
DOI:
https://doi.org/10.24200/jonus.vol10iss2pp131-157Abstract
Background and Purpose: The field of language learning strategies has evolved significantly since the introduction of Communicative Language Teaching (CLT). Recently, self-regulated learning strategies have gained attention, but self-regulated speaking strategies in EFL contexts remain underexplored. This study aims to address this gap by investigating self-regulated speaking strategies used by Vietnamese students at a university.
Methodology: The study employed a sequential mixed-methods approach, using a 40-item self-reported questionnaire based on the Strategic Self-Regulation (S2R) Model of Oxford (2011) for quantitative data collection with 379 non-English major students and semi-structured interviews for qualitative data collection with 10 students.
Findings: The findings show that overall, the participants are high users of self-regulated strategies to learn English speaking. In particular, three groups, including Meta-affective strategies, Cognitive strategies and Meta-cognitive strategies, are of high use frequency while the other three categories, including Affective strategies, Meta-sociocultural-interactive strategies and Sociocultural-interactive strategies, are of medium use by the students.
Contributions: The study helps confirm the S2R Model of Oxford (2011) and provide a reliable scale on self-regulated learning strategies. The study also confirms the decisive role of the learners in their learning English speaking skills.
Keywords: Self regulated, speaking learning strategies, EFL learners, university, Vietnamese.
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