Facilitating Self-Regulation with Mobile Devices to Improve Oral Interaction

Abstract

The purpose of this action research was to determine the effectiveness of self-assessment as a component of self-regulation strategy assisted by mobile devices. The investigation lasted seven weeks and involved 27 teenage students from a private institution in La Libertad-Ecuador. Participants were at A2 level according to the CEFR and had problems trying to interact in a conversation. The investigation involved the application of a pre and posttest. Participants were trained in and exposed to self-regulation through the use of an adapted rubric and the subsequent elaboration of an improvement plan. They created dialogues and recorded videos using their mobile devices and self-assessed their work. Quantitative analysis showed that the application had an impact on interactive communication by presenting a result of d=0.642 according to the Cohen scale. Qualitative results showed that self-regulation, as a strategy, as well as proper feedback supported by mobile devices, increased the students' motivation to participate in class, improving their oral interaction. The conclusions of this investigation have implications for teachers and those who design curriculums and find ways to innovate standard classes.