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Self-Regulatory Strategies

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4. Discussions
The purpose of this study was to investigate whether self-regulatory strategy instruction impacts upper-intermediate EFL learners’ speaking fluency. Based on most of the previous literature regarding speaking fluency, the number of the filled pauses was not a significant factor to determine speaking proficiency levels (Iwashita et al., 2008; Kang, 2010; Kang, 2013). However, Crystal (1987) characterized fluency as a “smooth, rapid, effortless use of language” (p. 421).
Sixty students enrolled in this study, thirty in a group which were taught using conventional speaking teaching and thirty in a group taught using self-regulatory strategy instruction while teaching speaking. In order to see the effectiveness of each teaching method …show more content…

This finding is logical because every teaching and practice can exert influence on learners’ previous background knowledge.
The second research question investigated the role of teaching self-regulatory strategies while speaking and its effect on learners’ speaking fluency. Again, running a paired samples t test, it was found that teaching self-regulatory strategies exerts positive influence on learners’ speaking fluency. This finding can be justified as the positive impact of self-regulation and teaching self-regulatory strategies to students are approved by previous studies (e.g. Elliot & Church, 1997; Pintrich & DeGroot, 1990; Veenman et al., 2000).
According to Zimmerman (1994) “self-regulation refers to the degree that individuals are metacognitively, motivationally, and behaviorally active participant in their own learning process” (p. 3). Further, Zimmerman (1998) stated that “self-regulation is not a mental ability, such as intelligence, or an academic skill, such as reading proficiency; rather, it is the self-directive process through which learner transform their mental abilities into academic skills” (p. 1-2). Self-regulated learners should view learning as “something they do for themselves rather than as something that is done for them” (p. …show more content…

After data collection and content analysis, the results were reported in frequency and percentage format. Some of the participants defined self-regulation as one type of metacognitive self-control strategies. This representation concurs with Pintrich, Roeser, and De Groot (1994) who referred to self-regulation as a metacognitive tool: “metacognitive control strategies include planning (e.g., setting goals), monitoring (e.g., tracking attention and comprehension, self-testing for understating), and regulating (e.g., reading, adjusting reading speed) strategies that help guide and direct students’ cognition” (p.

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