The Relationship between the Type of Oral Communication Strategies and Self-regulated Learning among EFL Learners

Oral communication strategies include listening and speaking strategies and self-regulated strategies include memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. The present study using a mixed-method design, mainly aims to specifying the best predictor of oral communication strategies in SRL components, and exploring EFL students’ perspectives of the role of oral communication strategy use in self-regulated learning. In so doing, a sample of ۱۳۶ university students majoring in TEFL participated in this study from several universities in Khorasan Razavi Province. To measure oral communication strategies and self-regulated strategies, the relevant questionnaires were utilized by the researcher. The results of Pearson Correlation Coefficient showed that there was a large, positive correlation between self-regulated learning and oral communication strategies. Moreover, the results of Multiple Regression confirmed that the best predictor of oral communication strategies in SRL components was memory strategy. Then, the results of semi-structured interviews with the students regarding the role of oral communication strategies and self-regulated strategies revealed common themes including: challenging, interesting, new, useful, practical, effective, supportive and facilitative. At the end, the study offers some practical implications for EFL teachers and learners.

Keywords:

Classroom Anxiety , Communication Anxiety , Speaking Self-efficacy , EFL Setting