Self-Regulated Learning and Speaking Skills

Abstract

The main objective of this study was to investigate the effectiveness of self-regulated learning (SRL) strategies in enhancing speaking skills among first-semester students in the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at Universidad Técnica de Ambato. This research employed a quasi-experimental design with 41 participants divided into two groups: an experimental group of 20 students who used SRL strategies supported by artificial intelligence (Talkpal AI) and a control group of 21 students who followed traditional learning methods. The Key English Test (KET) speaking part was used to assess learners' oral skills through a pre-test and post-test, evaluated using the A2 Cambridge Speaking Rubric, which focuses on grammar and vocabulary, pronunciation, and interactive communication over a four-week intervention period. The results showed significant improvement in the experimental group, with their average score increasing from 5.865 to 7.195. In comparison, the control group showed a more modest improvement, from 6.014 to 6.790. Statistical analysis using the Wilcoxon signed-rank test (p < 0.001) confirmed the significance of these improvements, supporting the hypothesis that SRL strategies positively influence speaking skills development. The findings emphasize the effectiveness of SRL strategies, particularly when combined with an AI tool in fostering greater autonomy and improving oral proficiency. The experimental group demonstrated stronger self-regulation behaviors, such as goal-setting, self-recording, and self-reflection, which contributed to their enhanced performance. This study highlights the potential of SRL strategies to not only improve speaking skills but also promote lifelong autonomous learning habits.