STRATEGIC SELF-REGULATION USE IN ENGLISH SPEAKING AND LEARNING MOTIVATION OF SECOND-YEAR UNDERGRADUTES

Abstract

The purposes of this study were to 1) investigate the use of strategic self-regulation for English speaking by second-year undergraduates 2) examine learning motivation of second-year undergraduates of second-year undergraduates and 3) find the relationship between the use of strategic self-regulations for English speaking and learning motivation of second-year undergraduates. The sample was 85 second-year undergraduates studying in academic year 2024 at Valaya Alongkorn Rajabhat University under the Royal Patronage. Quantitative data were collected by strategic self-regulation for speaking questionnaire and learning motivation questionnaire. Both questionnaires were examined for construct validity and Cronbach’s alpha reliability. They were found valid between 0.67 - 1.00 and reliable 0.83 and 0.89 respectively. Quantitative data were analyzed by descriptive statistics including frequency distribution, percentage, mean, and standard deviation. Pearson correlation coefficient at 95 percent confidence level was used to find the relationship. Qualitative data were collected using the interview and participant observation. The gathered data were analyzed by content analysis.
The findings revealed as follows: 1) The students use self-regulation strategies in English speaking at a moderate to high level. They used motivational self-regulation strategies (mean, 4.19) and affective self-regulation strategies (mean, 3.52) at a high level; 2) In terms of overall learning motivation, it was found at a moderate level (mean, 3.46). When considering motivation types, the sample students had more extrinsic motivation than intrinsic motivation; and 3) The use of self-regulation strategies in speaking had a positive relationship with English learning motivation at a low level (r = 206) with statistical significance at 0.05 level. The results suggest that the use of self-regulation strategies in speaking and learning motivation are positively related. When students are motivated to learn, they use self-regulation strategies to improve their speaking competency. Teachers should enhance positive learning environment so that students have a good attitude and are more motivated to learn. It is suggested to teach students how to learn by using self-regulation strategies to better their English proficiency.