Strategy to Improve Oral Interaction in the English Language through the Implementation of Self-regulation Assisted
DOI:
https://doi.org/10.26423/rcpi.v10i2.628Keywords:
self-assessment, feedback, oral communication skills, mobile-assisted language learningAbstract
The ease of oral interaction for users of a foreign language such as English continues to be an academic or professional competitiveness obstacle. For this reason, professionals in the field of language teaching have explored various methods to overcome this limitation. This research aimed to determine the effectiveness of the self-regulation model assisted by mobile devices (smartphones) as a strategic component of the self-assessment process. For this, an "Action Research" was carried out, which lasted seven weeks and involved 27 adolescents, and students of an educational institution in the canton “La Libertad” in Ecuador. The application of an initial oral test determined that they had problems interacting in a conversation. The participants were trained to apply self-regulation through an adapted rubric and the subsequent development of an improvement plan. For this purpose, the participants created dialogues and recorded videos using their mobile devices, self-assessing their performance. The quantitative analysis showed that the strategy significantly impacted interactive communication with a result of d=0.642 according to the Cohen scale. The qualitative results showed that self-regulation as a strategy and adequate feedback supported by mobile devices increased students' motivation to participate in class, improving their oral interaction. The findings of this research have implications for teachers designing curricula and looking for ways to innovate classrooms.
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