Page 83 - The SpeakTeach method - Esther de Vrind

for each component of the process of self-regulation (see Figure 8 the feedback loop based on Lord et al., 2010; Carver & Scheier, 1998; and Powers, 1973) and the possible needs for feedback and support. If students have to learn to fulfil all the different parts of the process of self-regulation more and more independently, they have to be given the opportunity to gain evaluative experience (Sadler, 1989) and control or ownership of their learning process in a safe environment (Blanche, 1988; Cauley & McMillan, 2010; De Saint Léger & Storch, 2009). Based on the review outlined above, the following design principles can be drawn up for a self-evaluation procedure that aims to support students to learn to improve their speaking skills through self-regulation:
1. Add a self-evaluation by the student to a speaking activity
a. Start the self-evaluation procedure with the student’s diagnosis of a recording of their own speaking performance.
In order to get the students to reflect on various linguistic aspects of their speaking, such as grammar, vocabulary, pronunciation and fluency, as well as communicative competence (getting the message across), provide a self-reflection instrument which the students complete directly after completing the speaking task which enables the self-assessment or diagnosis (Butler & Lee, 2006). The self-evaluation instrument has to contain criteria to evaluate both areas for improvement and positive points (Voerman et al., 2012) in a non-normative manner in order to help them to notice different aspects and to enhance learning (Brantmeier et al, 2012; Cauley & McMillan, 2010) as well as for affective reasons (Yin et al., 2008; Butler, 1987; 1988).
b. Let students make a plan for improvement
Self-regulation should be further enhanced by having students make a plan for improvement (Cauley & McMillan, 2010). This would also give students control over their own learning process which may be motivating (Blanche, 1988; Cauley & McMillan, 2010). Suggestions on what kind of activities could be undertaken should be provided for their plans at this stage (Cauley & McMillan, 2010).
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