Facilitating Self-regulation with Mobile Devices to Improve Speaking Skills in Elementary School Students

Abstract

This study aimed at improving speaking skills through self-regulation with mobile devices in elementary school students of a public institution. The weakness in the students’ speaking was the reason of implementing this innovation. This mixed-method research used qualitative and quantitative methods during seven weeks. Twenty-six students participated in this innovation and they took pre-tests and post-tests, self-assessed using a rubric, completed a survey, wrote reflections, and were interviewed. After the innovation, results showed that the intervention had a large effect size, Cohen’s d=0.99. The findings also showed that students’ perspectives were positive towards the use of self-regulation since it helped them noticing their mistakes and let them practice inside and outside school. This study affirms that if public school elementary students are trained to self-regulate using mobile devices they improve their oral skills as well as gain strategies to become active, and independent learners.