How come Self-Regulated Learning Overcome Speaking Anxiety Arabic Student?

A'yuni, Qurrotul and Arifa, Zakiyah ORCID: https://orcid.org/0000-0001-9044-8025 (2022) How come Self-Regulated Learning Overcome Speaking Anxiety Arabic Student? Psychology and Education, 59 (1). pp. 17-32. ISSN 1553-6939

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Abstract

This article explores learning experiences and Arabic speaking anxiety by Arabic Students at Maulana Malik Ibrahim State Islamic University.
This study aimed to map the SRL strategy used by Arabic students to overcome speaking anxiety. The method used is qualitative research with
ten interview participants from final year students selected purposively and volunteering. Data were collected through semi-structured interviews
and analyzed thematically. The results showed that they used fourteen strategies which were categorized into five main strategies: 1) Cognitive,
including notes-taking, speaking practice, collecting vocabulary, listening, and memorizing; 2) Metacognitive, including preparation,
monitoring, and evaluation; 3) Affective, including relaxation and suggestion; 4) Motivation, including environment, watching videos and taking
training; and 5) Social, seek-peers. Cognitive, affective, and social deal with physical problems. In contrast, metacognitive is used to maintain
rhythmic cognitive strategy, and motivation is applied outside speaking tasks.

Item Type:	Journal Article
Keywords:	Self-Regulated Learning, Arabic Speaking, Language Anxiety
Subjects:	17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1702 Cognitive Sciences > 170204 Linguistic Processes (incl. Speech Production and Comprehension) 20 LANGUAGE, COMMUNICATION AND CULTURE > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics 17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1702 Cognitive Sciences
Divisions:	Graduate Schools > Magister Programme > Graduate School of Arabic Language Education
Depositing User:	Zakiyah Arifa
Date Deposited:	14 Jun 2022 13:16

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