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

Abstract

This study was conducted in seventh grade in a public elementary school in Guayaquil, Ecuador. It aimed at determining whether self-regulation facilitated by mobile devices helped to improve oral interaction. There were 24 students who received three hours of English per week. This innovation was applied because students were not able to express basic ideas, initiate conversations or respond to questions. This research used qualitative and quantitative methods to collect and analyze the data from pre and post-tests, a self-evaluation rubric, weekly learning logs, field notes, and a final interview. The effect size from quantitative data showed a large effect size, Cohen’s d= 1.11 indicating significant improvement in oral interaction due to the innovation. Qualitative data showed that students were more enthusiastic to participate in oral activities and that the self-regulation via self-assessment with the support of mobile devices helped to improve their oral production. Findings from this innovation have implications for EFL teachers who would like to improve student’s oral production.