Exploring Self-Regulated Learning in EFL Students for Practicing English Speaking in Debate

Abstract

Based on Zimmerman's Self-regulated learning cycle theory, which includes forethought, performance, and self-reflection phases as a theoretical basis for understanding the SRL concept. This theory explores EFL students' self-regulated learning in the practice of speaking English in debate, where debate is considered the most challenging and effective classroom method. This research aims to determine how students plan, monitor, and evaluate their performance in English-speaking practice during debate sessions. This research involved three students from the English Language Education Study Program at a private university in Cirebon, Indonesia. The study was conducted after the students had completed the English Speaking for Debate course. Using case studies as a research method allows researchers to study in more depth how several EFL students implement self-regulated learning and consistently collect data through various sources, such as questionnaires and semi-structured interviews. Research findings show that the forethought phase emphasizes the importance of thorough preparation, self-management, and motivation in achieving student learning goals. Furthermore, the performance phase plays a role in identifying obstacles and resolution strategies to provide valuable insight into developing students' metacognitive and self-regulation skills toward self-control and self-observation. Finally, the self-reflection phase includes self-satisfaction, performance perceptions, and conclusions regarding learning progress from implementing self-regulated learning. This research provides valuable insight into how students can improve their English speaking skills through more structured and interactive activities such as debates.

Keywords: Self-regulated learning, English speaking practice, Debate, and EFL students.

DOI: 10.7176/JEP/15-6-06

Publication date: May 30th 2024