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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Date
2016-06
Authors
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Publisher
University Mouloud Mammeri of Tizi-Ouzou
Abstract
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.
Description
61p.:ill;30cm.(+cd)
Keywords
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Langage et Communication