Digital portfolio and self-regulation in speaking tasks

Abstract

Abstract Self-regulated learning has been recognized as helpful in language learning. This study showed how self-regulated learning contributes to stimulating students’ speaking skills. In an English as a Foreign Language (EFL) setting, speaking is generally perceived as a challenging task requiring actions, skills, or strategies to achieve successful communication. As the actions, skills, or strategies feature learners' planning in class, digital portfolios substantially impact language learning. This study examined the impact on Kuwaiti female students' self-regulation processes during speaking tasks in EFL classes. The main results that pervaded were the anticipation, realization, and reflection phases in speaking tasks. Results have shown that self-regulated learners can speak successfully when they understand and regulate what they do with a speaking task.

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