The Correlation between Self-regulated Strategies used in Learning to Write and Learning to Speak English as a Foreign Language: The Case of Third Year Students of the English Department at MMUTO
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The present study is concerned with identifying the self-regulated strategies used by students to learn how to write and how to speak in English as a foreign language. It aims at checking whether there is any relationship between the self-regulation strategies they make use of when they are asked to speak in English and the ones they use when given a writing task. Mainly what do learners do before, during and after performing writing or speaking task (how do they proceed and which tips do they follow). To this end, our investigation is based on Mixed Methods Research. It combines a questionnaire and an interview that are addressed to a group of third year BMD level students. It uses a descriptive statistical method to elicit statistical data, then, the outcomes are analyzed according to Zimmerman’s Cyclical Model of self-regulation strategies and using Qualitative Content Analysis. On the basis of the results of the study, it is concluded that the students use fairly the same self-regulated strategies while learning to speak write in English as a foreign language. They mainly follow Zimmerman’s Cyclical Model which distinguishes three phases of self-regulatory processes: Forethought, performance and self-reflection phases.
- Département d'Anglais