Sage Journals: Discover world-class research

Abstract

Two decades of L2 self-regulated learning (SRL) research has focused heavily on reading and writing, leaving speaking an under-explored area. While speaking is an important yet difficult communicative skill to master that often generates high anxiety for English learners, EFL contexts seldom provide enough practice opportunities beyond the classroom. The study introduces an innovative pedagogy – digital oral dialogue journaling (DODJ) – and investigates its effectiveness in cultivating SRL speaking strategy use in a Hong Kong secondary school. A total of 95 recorded journal videos were created by a class of 19 students and uploaded to the digital platform Flipgrid over five weeks to receive dialogic feedback from the teacher on a weekly basis. Students’ speaking strategy use was conceptualized from a social cognitive SRL framework, and changes were measured using a pre- and post-intervention questionnaire as well as through two semi-structured interviews. Results of repeated measures MANOVA and ANOVA tests reveal significant increases in multiple cognitive and metacognitive strategies such as rehearsing, memorizing, and evaluating. Interview findings further show that certain DODJ design features facilitated the changes, including flexible topic selection and scheduling, unlimited video submission and review, and emoticon masking and dialogic teacher feedback. Pedagogical suggestions are offered on how to design effective DODJ practice to cultivate L2 learners to become strategic, self-regulated speakers.

Keywords

Classroom-based study self-regulated learning (SRL)speaking digital tools L2 output

Get full access to this article

View all access options for this article.

References

Albarqi

Tavakoli

(2023) The effects of proficiency level and dual-task condition on L2 self-monitoring behavior. Studies in Second Language Acquisition 45(1): 212–233.

Aubrey

King

Almukhaild

(2022) Language learner engagement during speaking tasks: A longitudinal study. RELC Journal 53(3): 519–533.

Bradley

Lomicka

(2000) A case study of learner interaction in technology-enhanced language learning environments. Journal of Educational Computing Research 22(3): 347–368.

Bryfonski

McKay

(2019) TBLT Implementation and evaluation: A meta-analysis. Language Teaching Research 23(5): 603–632.

Burns

(2010) Doing Action Research in Language Teaching: A Guide for Practitioners. New York: Routledge.

Burton

Caroll

(2001) Journal writing as an aid to self-awareness, autonomy and collaborative learning. In: Journal Writing. VA:TESOL, pp.1–7.

Chan

Aubrey

(2024) Strengthening teacher–student rapport through the practice of guided dialogue journaling. RELC Journal 55(1): 179–189.

Curriculum Development Council (2017) English language education key learning area curriculum guide (Primary 1—Secondary 6). Available at: https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/Curriculum%20Document/ELE%20KLACG_2017.pdf.

Dantas-Whitney

(2002) Critical reflection in the second language classroom through audiotaped journals. System 30(4): 543–555.

10.

Dörnyei

(2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. New York: Routledge.

11.

Ellis

(2010) Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition 32(2): 335–349.

12.

Hafner

Miller

(2018) English in the Disciplines: A Multidimensional Model for ESP Course Design. Oxford: Routledge.

13.

Hammett

(2021) Utilizing Flipgrid for speaking activities: A small-scale university-level EFL study. Technology in Language Teaching & Learning 3(2): 34–50.

14.

(2003) Audiotaped dialogue journals: An alternative form of speaking practice. ELT Journal 57(3): 269–277.

15.

Huang

(2011) Motivating lessons: A classroom-oriented investigation of the effects of content-based instruction on EFL young learners’ motivated behaviours and classroom verbal interaction. System 39(2): 186–201.

16.

Kuckartz

(2014) Qualitative Text Analysis: A Guide to Methods, Practice and Using Software. London: Sage. DOI: https://doi.org/10.4135/9781446288719.

17.

Lambert

Aubrey

Leeming

(2021) Task preparation and second language speech production. TESOL Quarterly 55(2): 331–365.

18.

Mak

(2011) An exploration of speaking-in-class anxiety with Chinese ESL learners. System 39(2): 202–214.

19.

Makarchuk

(2010) Oral dialogue journals: Theory and implementation in the classroom. English Teaching 65(1): 189–219. DOI: https://doi.org/10.15858/engtea.65.1.201003.189.

20.

Morshedian

Hemmati

Sotoudehnama

(2017) Training EFL learners in self-regulation of reading: Implementing an SRL model. Reading & Writing Quarterly 33(3): 290–303.

21.

Panadero

(2017) A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology 8: 250270.

22.

Peyton

(1997) Dialogue journals: Interactive writing to develop language and literacy. Teacher Librarian 24(5): 3–6.

23.

Pham

(2023) The English majored Students’ perceptions of using flipgrid in online speaking classrooms. International Journal of TESOL & Education 3(3): 101–118.

24.

Rahimi

Zhang

(2015) Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. System 55: 111–122.

25.

Salehi

Jafari

(2015) Development and validation of an EFL self-regulated learning questionnaire. Southern African Linguistics and Applied Language Studies 33(1): 63–79.

26.

Sun

(2022) Strategic self-regulation for speaking English as a foreign language: Scale development and validation. TESOL Quarterly 56(4): 1369–1383.

27.

Teng

Zhang

(2018) Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning 13: 213–240.

28.

Teng

Zhang

(2022) Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions. Applied Linguistics 43(3): 587–595.

29.

Widdowson

(2003) Defining Issues in English Language Teaching. Oxford: Oxford University Press.

30.

Woodrow

(2006) Anxiety and speaking English as a second language. RELC Journal 37(3): 308–328.

31.

Zhou

Lochtman

(2020) The relationship between second language competence and willingness to communicate: The moderating effect of foreign language anxiety. Journal of Multilingual and Multicultural Development 44(2): 129–143.

32.

Zhou

Thomas

(2023) L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q). System 123: 103310. DOI: https://doi.org/10.1016/j.system.2024.103310.

33.

Zhou

Thomas

(2025) To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context. Language and Education 39(1): 270–289. DOI: https://doi.org/10.1080/09500782.2023.2260358.

34.

Zimmerman

Moylan

(2009) Self-regulation: where metacognition and motivation intersect. In: Handbook of Metacognition in Education. New York: Routledge, pp.299–315.

Enhancing L2 Learners’ Self-Regulated Speaking Through Digital Oral Dialogue Journaling: An EFL Classroom-based Study

Abstract

Keywords

Get full access to this article

References