Alotumi Mohialdeen
Department of English, Faculty of Languages, Sana'a University, Sana'a, Yemen.
Heliyon. 2021 Apr 2;7(4):e06664. doi: 10.1016/j.heliyon.2021.e06664. eCollection 2021 Apr.
Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.
尽管主修英语，但许多大学三、四年级学生在课堂上练习英语口语的机会有限。一些有自我驱动力的学生通过自主学习，寻求课外机会，利用现实和虚拟的人际互动来提高英语口语水平。本研究调查了大学三、四年级学生提高英语口语（作为外语）的自我调节动机水平（SRMIS-EFL）。研究探讨了学生的学业水平和性别与他们的SRMIS-EFL之间的相互作用。参与者是也门一所大学英语系的300名大学三、四年级英语学习者。本研究使用一份在线自我报告的SRMIS-EFL问卷来收集数据。其描述性和推断性统计分析表明，四年级学生的SRMIS-ELF总体水平较高，而三年级学生的水平为中等。研究发现，学生们使用一系列动机自我调节策略来提高他们的英语口语能力。研究还表明，学生的SRMIS-EFL与他们的学业水平之间没有显著关系。然而，研究表明，学生的性别对他们的SRMIS-EFL有微小但显著的影响，女生更具优势。该研究建议将动机调节训练纳入英语教学课程，以提高对动机自我调节策略的认识，培养学生的学习动机。
