Examining EFL Students’ Self-Regulated Motivation for Improving English Speaking Skills: A Study of High-Achieving Thai University Students in an English Speaking Course

Abstract

Self-regulated motivation is essential in language learning, especially for developing English speaking skills among EFL learners, as it empowers them to plan, monitor, and control their learning, set personal goals, and apply strategies to achieve those goals. Therefore, strong self-regulated motivation can support the learners in overcoming challenges in learning English. The present research thus aimed to examine the self-regulated motivation (SRM) of Thai university students to enhance their English speaking skills in an English speaking course. 37 students who excelled in the English speaking course during the 2024 academic year participated voluntarily, with 5 top-performing students selected for interviews. Data were collected using the SRMIS-EFL questionnaire and structured interviews. Descriptive and inferential statistical analysis were performed to analyze the quantitative data and the data from the interviews were interpreted and presented in a descriptive manner. Findings indicated a high overall SRMIS-EFL level with the highest mean score for SRM attributed to “Task Value Activation”, reflecting a very high motivation level. No significant differences were found in SRM between students with grades A and B+. However, strong correlations among the 4 SRM subsections were observed. While students utilized 5 various SRM strategies, they unanimously agreed that “Task Value Activation” significantly enhances their English speaking skills. The study suggests that educators should focus on enhancing “Task Value Activation” through activities that highlight the practical benefits of mastering English speaking, particularly to support students with lower grades and boost their motivation.