Browsing by Author "Abdelmalk Badouche"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    EFL Learners Use of Self-Regulation to Enhance the Speaking Skill The Case of Master One Linguistics Students at M’sila University
    (UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-14) Abdelmalk Badouche; • Abdelkader Omar Yacine Benaziez
    Abstract The current study investigates EFL learners use of self-regulation to improve their speaking skill in the case of Master one students in the English Department at Mohammed Boudiaf, University of M'sila. Recognizing that speaking is an emotionally and cognitively demanding ability, the study is concerned with how learners’ implement self-regulation strategies such as goal setting, monitoring, and self-reflection to regulate their behaviour for a better oral performance. Data were collected via Likert-scale questionnaire from a convenience sample of 65 students of an estimated population of 130. The results reveal a positive correlation between higher degrees of self-regulation and better speaking performance in terms of confidence, fluency, and task involvement. These findings suggest that the development of self-regulatory skills might enhance learners’ oral ability to communicate in learning environments. The study focuses on ensuring the integration of self-regulation training into speaking-based curricula to enhance learners’ autonomy and performance.
  • No Thumbnail Available
    ItemOpen Access
    EFL Learners Use of Self-Regulation to Enhance the Speaking Skill The Case of Master One Linguistics Students at M’sila University
    (UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-14) Abdelkader Omar Yacine Benaziez; Abdelmalk Badouche
    Abstract The current study investigates EFL learners use of self-regulation to improve their speaking skill in the case of Master one students in the English Department at Mohammed Boudiaf, University of M'sila. Recognizing that speaking is an emotionally and cognitively demanding ability, the study is concerned with how learners’ implement self-regulation strategies such as goal setting, monitoring, and self-reflection to regulate their behaviour for a better oral performance. Data were collected via Likert-scale questionnaire from a convenience sample of 65 students of an estimated population of 130. The results reveal a positive correlation between higher degrees of self-regulation and better speaking performance in terms of confidence, fluency, and task involvement. These findings suggest that the development of self-regulatory skills might enhance learners’ oral ability to communicate in learning environments. The study focuses on ensuring the integration of self-regulation training into speaking-based curricula to enhance learners’ autonomy and performance.