Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students

Autor/in	El-Sakka, Samah Mohammed Fahim
Titel	Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students
Quelle	In: English Language Teaching, 9 (2016) 12, S.22-33 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Metacognition; English (Second Language); Second Language Learning; Learning Strategies; Anxiety; Language Proficiency; Pretests Posttests; Statistical Analysis; Experimental Groups; College Students; Teaching Methods; Second Language Instruction; Foreign Countries; Language Tests; Oral Language; Quasiexperimental Design; Likert Scales; Questionnaires; Egypt; International English Language Testing System + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Angst; Language skill; Language skills; Sprachkompetenz; Statistische Analyse; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Ausland; Language test; Sprachtest; Oral interpretation; Mündlicher Sprachgebrauch; Likert-Skala; Fragebogen; Ägypten; Language tests; Englisch
Abstract	The aim of this study was to investigate the effect of teaching some self-regulated strategies to Egyptian university students on improving their speaking proficiency and reducing their speaking anxiety. The design of the study was a one group pre-posttest quasi experimental design. Forty 3rd- year EFL university students were selected to form the experimental group of the study. This experimental group was tested using the pre-post speaking test and speaking anxiety scale before and after being exposed to the self-regulated strategy treatment. The experiment lasted for three months during the first term of 2015-2016 academic year. Paired- samples t-test revealed significant differences between the pre-test and posttest of speaking proficiency as well as speaking anxiety in favor of the posttests. Additionally, a negative correlation was shown between speaking proficiency and speaking anxiety. It was concluded that teaching self-regulated strategies to university students was effective in developing their speaking proficiency and reducing their anxiety considerably. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01