Self-Regulated Learning Method Through Smartphone Assistance in Promoting Speaking Ability

Abstract

Self-regulated learning is a method of the student-centered learning paradigm. This method encourages students to be actively involved in the learning process, organize themselves, recognize their capabilities, and take the initiative to decide the appropriate way to achieve the learning achievement. The use of self-regulated learning with smartphones' assistance has had a double effect on students' language proficiency. However, the self-regulated learning method with smartphone assistance in the speaking class has not been supported by current empirical studies. The evidence indicates that self-regulated learning with smartphones' assistance affects students' English skills, such as acuity in micro-and macro-linguistics analysis, improved digital literacy, enthusiasm for learning, and self-potential development autonomy. This study aimed to analyze the impact of using the self-regulated learning method with smartphones in the speaking class. This review is a quantitative study with a pre-test and post-test design that was executed between October 2020 until January 2021. 110 students were chosen as samples in this study. An English-speaking rubric has been used to obtain data; that data was then analyzed by a software application that is SPSS 24.0, which was proceeded by qualitative description. The findings demonstrate that using a self-regulated learning method with smartphone assistance has positively impacted student speaking ability. This increased effect is demonstrated by the adjusted mean score on the post-test = 82.32. English instructors are encouraged to apply this method by considering students' characteristics, cognitive capacities, learning styles, learner autonomy, and the steps of how to apply this method in the instruction process.