Self-Regulated Learning Strategies for Enhancing Speaking Proficiency: A Case Study of English Education Students
Abstract
Speaking proficiency is one of the most challenging skills for EFL students because it requires continuous practice and the ability to overcome linguistic and affective difficulties such as limited vocabulary, grammatical errors, pronunciation problems, and low confidence. Therefore, self-regulated learning plays an important role in helping students independently manage and improve their speaking development. However, limited studies have examined the use of self-regulated learning strategies as a continuous process across different phases of speaking development. This study aimed to identify the types of self-regulated learning strategies used by English Education students and explore how these strategies were independently applied in speaking development. This study used a qualitative case study design involving six sixth-semester students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students developed their speaking proficiency through the phases of forethought, performance, and self-reflection by applying cognitive, metacognitive, motivational, social, and affective strategies. These strategies supported pronunciation, vocabulary, grammar, and fluency development through planning, speaking practice, monitoring, self-evaluation, peer feedback, and digital learning tools. The study concludes that self-regulated learning supports continuous speaking development in EFL contexts.
Keywords
References
Aziz, A. A., & Kashinathan, S. (2021). ESL Learners’ Challenges in Speaking English in Malaysian Classroom. Development, 10(2), 983–991. https://doi.org/DOI:10.6007/IJARPED/v10-i2/10355
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-reactive mechanisms. University of Nebraska Press.
Bao, I. R. K. D., Aleksius, M., & K. Danibao, B. (2024). Autonomous Learning Strategies to Improve the Speaking Skills of the EFL University Students. Ethical Lingua: Journal of Language Teaching and Literature, 11(1), 171–186. https://doi.org/10.30605/25409190.690
Boonma, N., & Swatevacharkul, R. (2020). The effect of autonomous learning process on learner autonomy of English public speaking students. Indonesian Journal of Applied Linguistics, 10(1), 194–205. https://doi.org/10.17509/IJAL.V10I1.25037
Braun, V., & Clarke, V. (2006). Qualitative Research in Psychology Using thematic analysis in psychology Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. http://www.tandfonline.com/action/journalInformation?journalCode=uqrp20%5Cnhttp://www.tandfonline.com/action/journalInformation?journalCode=uqrp20
Brown, H. D. (2001). Teaching By Principles: Interactive approach to language Pedagogy 2nd Edition New York: Addision Wesley Longman.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices.
Creswell, J. W., & Guetterman, T. C. (2024). Educational research: Planning, conducting, and evaluating quantitative and qualitative research.
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL Learner’s Speaking Ability, Accuracy and Fluency. English Language and Literature Studies, 6(2), 177. https://doi.org/10.5539/ells.v6n2p177
Halim, A., Atikah, D., Yang, C. C., & Rahayu, S. (2023). EFL Students’ Practices of Self-Regulated Language Learning in Speaking. Langkawi: Journal of The Association for Arabic and English, 9(2), 97. https://doi.org/10.31332/lkw.v0i0.5482
Hancock, D. R., Algozzine, B., & Lim, J. H. (2021). Doing case study research: A practical guide for beginning researchers. Journal of College Student Development. https://doi.org/10.1353/csd.2007.0003
Heath, J., Williamson, H., Williams, L., & Harcourt, D. (2018). “It’s just more personal”: Using multiple methods of qualitative data collection to facilitate participation in research focusing on sensitive subjects. Applied Nursing Research, 43(April), 30–35. https://doi.org/10.1016/j.apnr.2018.06.015
Irsyadella, R. (2020). The Use of Self-Regulated Learning Strategies. 25–37.
Khudhur Omar, T. (2023). Students’ Challenges in EFL Speaking Classrooms. Academic Journal of Nawroz University, 12(4), 957–963. https://doi.org/10.25007/ajnu.v12n4a1809
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall, Inc.
Mashuri, S., Sarib, M., Rasak, A., & Alhabsyi, F. (2022). Semi-structured Interview: A Methodological Reflection on the Development of a Qualitative Research Instrument in Educational Studies Ruslin. Journal of Research & Method in Education, 12(1), 22–29. https://doi.org/10.9790/7388-1201052229
Menggo, S., Darong, H. C., & Semana, I. L. (2022). Self-Regulated Learning Method Through Smartphone Assistance in Promoting Speaking Ability. Journal of Language Teaching and Research, 13(4), 772–780. https://doi.org/10.17507/jltr.1304.10
Moleong, L. J. (2017). Metodologi penelitian kualitatif/Lexy J. Moleong.
Muhsinin, M., Haerazi, H., & Rahman, A. (2025). Implementing Self-Regulated Learning in Improving EFL Students` Speaking Skills Integrated with Self-Confident Level in Islamic-Affiliated Schools. Indonesian Journal of EFL and Linguistics, 31–49. https://doi.org/https://doi.org/10.21462/ijefl.v10i1.850
Nasrullah, R. (2025). EFL Students’ Metacognitive Strategies in Learning Speaking. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(2), 4716–4729. https://doi.org/10.24256/ideas.
Ni’mah, U., Nasihah, M., & Munfaati, F. (2025). Exploring self-regulated learning strategies to enhance English speaking skills among EFL students. Indonesian Journal of Applied Linguistics, 14(3), 472–483. https://doi.org/10.17509/ijal.v14i3.72000
Nii Laryeafio, M., & Ogbewe, O. C. (2023). Ethical consideration dilemma: systematic review of ethics in qualitative data collection through interviews. Journal of Ethics in Entrepreneurship and Technology, 3(2), 94–110. https://doi.org/10.1108/jeet-09-2022-0014
Normawati, A., Nugrahaeni, D. A., Kusuma Hadi Manggolo, N. S., & Susanto, A. I. F. (2023). EFL Learners’ Difficulties in Speaking English. English Language and Education Spectrum, 1(1), 1–9. https://doi.org/10.53416/electrum.v1i1.116
Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge.
RAHMAYANTI, A. (2023). Students’ Strategies In Reducing Speaking Anxiety At Muhammadiyah University Of Kendari. http://dspace.umkendari.ac.id//handle/123456789/9448
Revelo Trujillo, J. E., & Ramírez Román, P. A. (2024). Self-regulated cognitive strategies and ICT to enhance EFL speaking skills. Ibero-American Journal of Education & Society Research, 4(2), e24025. https://doi.org/10.56183/iberoeds.v4i2.702
Schunk, D. H. (1982). Verbal self-regulation as a facilitator of children’s achievement and self-efficacy. Human Learning, 1(4), 265–277.
Sukma, F. (2022). The implementation of self-regulated learning towards EFL students speaking skills: Senior high school case. INSPIRING, 117–132. https://doi.org/https://doi.org/10.35905/inspiring.v5i2.2721
Sun, P. P. (2022). Strategic Self-Regulation for Speaking English as a Foreign Language: Scale Development and Validation. TESOL Quarterly, 56(4), 1369–1383. https://doi.org/10.1002/tesq.3132
Tongco, M. D. C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research and Applications, 5, 147–158. https://doi.org/10.17348/era.5.0.147-158
Wael, A., Akib, M., Hasanudin, H., & Akib, R. (2023). Autonomous Learning Strategies for Academic Speaking by English Education Department Students. J-SHMIC : Journal of English for Academic, 10(1), 51–62. https://doi.org/10.25299/jshmic.2023.vol10(1).10269
Zhang, T. (2024). Effects of self-regulation strategies on EFL learners ’ language learning motivation , willingness to communication , self-efficacy , and creativity. 1–13.
Zhong, L. (2024). Towards the pivotal factors for the influence of flipped classroom on students ’ self-regulated learning and EFL speaking competence. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2351733
Zimmerman, B. J., & Kitsantas, A. (1996). Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring. Journal of Applied Sport Psychology, 8(1), 60–75.
Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In: Boekaerts M, Pintrich P, Zeidner M, editors. Handbook of Self-Regulation, 13–39.
DOI: https://doi.org/10.31004/jele.v11i3.2621
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Sri Sukma, Syarif Amin, Muflihun
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
