Digital Portfolio and Self-Regulation in Speaking Tasks

Autor/inn/en	Al-Hawamleh, Maher S.; Alazemi, Asmaa F.; Al-Jamal, Dina A. H.
Titel	Digital Portfolio and Self-Regulation in Speaking Tasks
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 14 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-022-00141-w
Schlagwörter	Learning Strategies; Self Management; Second Language Learning; Speech Skills; Portfolios (Background Materials); Electronic Publishing; Females; English (Second Language); Students; Foreign Countries; Second Language Instruction; Speech Communication; Task Analysis; Kuwait + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Zweitsprachenerwerb; Mündliche Leistung; Sprachfertigkeit; Elektronisches Publizieren; Weibliches Geschlecht; English as second language; English; Second Language; Englisch als Zweitsprache; Student; Schüler; Schülerin; Studentin; Ausland; Fremdsprachenunterricht; Aufgabenanalyse
Abstract	Self-regulated learning has been recognized as helpful in language learning. This study showed how self-regulated learning contributes to stimulating students' speaking skills. In an English as a Foreign Language (EFL) setting, speaking is generally perceived as a challenging task requiring actions, skills, or strategies to achieve successful communication. As the actions, skills, or strategies feature learners' planning in class, digital portfolios substantially impact language learning. This study examined the impact on Kuwaiti female students' self-regulation processes during speaking tasks in EFL classes. The main results that pervaded were the anticipation, realization, and reflection phases in speaking tasks. Results have shown that self-regulated learners can speak successfully when they understand and regulate what they do with a speaking task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01