Claims

Prior evidence on self-regulated learning and speaking proficiency is mixed, with one study finding significant effects and another only a weak relationship

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q1 i? Aregu (2013) found self-regulated learning had a significant effect on students' speaking performance, while Mahjoob (2015) found only a weak relationship between self-regulation and speaking proficiency. → El-Sakka 2016

Evidence

El-Sakka 2016

El-Sakka, S. M. F. (2016). Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students. English Language Teaching, 9(12). https://doi.org/10.5539/elt.v9n12p22

q1 · i? · causal · r1

Narrative literature review attributing this to Mahjoob (2015), a study of sixty advanced EFL students in Shiraz, Iran, in which high achievers were found as self-regulated as low achievers in speaking. The review reports this second-hand; the reviewed studies were not read directly.

"On the contratry, Mahjoob (2015) found a weak relationship between self-regulation and Iranian EFL speaking proficiency."

Discussion

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