Facilitating Self-Regulation with Mobile Devices to Improve Oral Interaction in Elementary School Students

Abstract

This study aimed at measuring the effect on oral interaction using self-regulation facilitated by mobile devices in elementary school students of a private bilingual school in Machala, Ecuador. The weakness in the students’ speaking, specifically oral interaction led to the implementation of this innovation. This mixed-method action research used both qualitative and quantitative instruments during seven weeks. Twenty-two Third Basic Year students took pre-tests and post-tests, self-assessed oral interaction using a rubric, wrote action plans and two reflections, and were interviewed. After the innovation, results showed that the intervention had a large effect size, Cohen’s d=2.21. The findings also showed that students’ perspectives were positive towards the use of self-regulation since it helped them overcome shyness, notice their mistakes, and practice inside and outside school. This study affirms that if private bilingual school elementary students are well trained to self-regulate using mobile devices, they can improve their oral interaction skills as well as gain strategies to become autonomous, self-efficient learners; and the use of mobile devices would increase their motivation. This research would be very helpful not only for English teachers but also for teachers of other subjects who want to implement self-regulation strategies to help students learn autonomously