An Investigation into the effect of self-regulated motivation on EFL learners' speaking skills

Abstract

This study investigates the effect of self-regulated motivation (SRM) on the speaking skills of Turkish EFL learners at a Turkish state university. The research aims to reveal how different levels of SRM have an effect on the students’ performance in various speaking tasks, including self-recorded video presentations, prepared speaking tasks, and spontaneous speaking tasks. The findings show a significant correlation between SRM levels of learners and their speaking performance, especially in their prepared speaking task results and their spontaneous speaking task results, which are categorized as summative assessments. However, the study finds no significant relationship between SRM level of learners and their performance in self-recorded video tasks, which suggests that the effect of SRM varies with task type. The findings underscore the importance of task value in motivating learners and improving their speaking abilities. Moreover, the study reveals a statistically significant relationship between task value and regulation of classroom.

Keywords

• self-regulated motivation
• speaking skill
• EFL

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