Self-Regulated Learning Strategies and Oral Communication Skills among Maritime Students
DOI:
https://doi.org/10.5281/zenodo.19707090Keywords:
self-regulated learning, oral communication skills, maritime students, and Davao CityAbstract
This study dealt with the issue of effective oral communication skills among college students, particularly in maritime education where communication is essential to professional practice. The primary goal of this study was to determine how self-regulated learning (SRL) strategies influence the oral communication skills of Bachelor of Science in Marine Transportation (BSMT) students at DMMA College of Southern Philippines. This study utilized a quantitative non-experimental design employing correlational and predictive methods. It was conducted in a private higher education institution in Davao City with 335 first-year to third-year BSMT students as respondents, selected through random sampling to ensure equal representation. A structured survey questionnaire was used to gather the data. Mean, Pearson r, and multiple regression analysis were the statistical tools used for data treatment employing correlational and predictive techniques. The results showed that self-regulated learning strategies (M = 3.94) and oral communication skills (M = 3.88) were on a high-level meaning that these are frequently expressed among students. A significant moderate positive relationship (r = .555, p < .01) was found between SRL strategies and oral communication skills. Furthermore, metacognitive strategy, learning strategy, motivational strategy, and contextual sensitivity significantly influenced oral communication skills, with contextual sensitivity identified as the strongest predictor, while environmental control and epistemological beliefs showed no significant influence. The study concludes that enhancing self-regulated learning strategies leads to improved oral communication skills among maritime students. It is therefore recommended that educators integrate SRL-based instructional strategies and provide more context-based communication activities to further strengthen students’ communication competence in academic and professional settings.
Downloads
References
Aini D. V, (2024). A Study on the Relationship Between Grammar Proficiency and Oral Communication Performance of Intensive English Course Participants https://ejournal.unhasy.ac.id/index.php/TEFLIC/article/view/10740?
Alam, S. P., Mahmood, T. R., & Singh, N. S. (2021). Exploring the role of self-regulated learning in the development of oral communication skills among university students. Journal of Applied Linguistics, 11(4), 112–125. https://www.journals.elsevier.com/journal-of applied-linguistics
Alrabai, F. (2020). Exploring the effects of anxiety, motivation, and self-efficacy on learners’ oral performance. System, 95, 102360. https://doi.org/10.1016/j.system.2020.102360
Apat, H. C. M., Sarias, K. J. M., Tomarong, M. T., & Bacatan, J. R. (2023). The influence of oral communication on the learning engagement of students. Canadian Journal of Language and Literature Studies, 3(4), 44–58. https://doi.org/10.53103/cjlls.v3i4.104
Ayawan, J. E., Duyapat, N. O., & Martin, A. B. (2022). An analysis of the oral communication barriers in face-to-face communications towards the development of an intervention program in speaking. Technium Social Sciences Journal, 31(1), 183–202. https://doi.org/10.47577/tssj.v31i1.6487
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Computers & Education, 157, 103948. https://www.sciencedirect.com/science/article/abs/pii/S1747938X19302908
Bravo, V. B. (2022). Self-regulated learning skills and English proficiency. Journal of Education, Society and Behavioural Science, 35(7), 40–51. https://journaljesbs.com/index.php/JESBS/article/view/1153
Broadbent, J., & Fuller-Tyszkiewicz, M. (2023). Self-regulated learning and academic achievement in online education: A systematic review. Educational Psychology Review, 35(1), 1–28. https://doi.org/10.1007/s10648-022-09743-3
Canale, M, A., & Swain M., (2022). Theoretical Bases of Communicative Approaches to Second Language Teaching andTesting.https://www.researchgate.net/publication/31260438_Theoretical_Bases_of_Communicative_Approaches_to_Second_Language_Teaching_and_Testing
Canbay, F. (2020). The relationship between self-regulation and use of language learning strategies in secondary school students. ERIC. https://files.eric.ed.gov/fulltext/EJ1259097.pdf
Chansri, C., Kedcham, A., & Polrak, M. (2024). The relationship between self-regulated learning strategies and English language abilities and knowledge of undergraduate students. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 286–307. https://files.eric.ed.gov/fulltext/EJ1415587.pdf
Chansri, C., Wasanasomsithi, P., & Prapphal, K. (2024). Self-regulated learning and oral communication performance among EFL learners: A review and future directions. PASAA: Journal of Language Teaching and Learning in Thailand, 67(1), 45–72.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.153779
Dauletova D. & Rahimova D, (2020) The Importance of Vocabulary in Language Learning https://www.researchgate.net/publication/367220693_THE_IMPORTANCE_OF_VOCABULARY_IN_LANGUAGE_LEARNING
Dauletova, V., & Rahimova, A. (2020). Vocabulary acquisition as a pivotal point in language learning and functional accuracy. Journal of Language Teaching and Research, 11(3), 401–408. https://doi.org/10.17507/jltr.1103.05
Dignath, C., & Veenman, M. V. J. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489–533. https://doi.org/10.1007/s10648-020-09556-0
Foucart, A., et al. (2021). Foreignness or processing fluency? On understanding the negative bias toward foreign accented speakers. Language Learning. https://onlinelibrary.wiley.com/doi/10.1111/lang.12413
Foucart, A., Ruiz-Tada, E., & Costa, A. (2021). Strategic language-learning strategies and speaking performance in EFL contexts. Language Learning Journal, 49(3), 311–325. https://doi.org/10.1080/09571736.2019.1567678
Funa, A. A., Gabay, R. A. E., Deblois, E. C. B., Lerios, L. D., & Jetomo, F. G. J. (2023). Exploring Filipino preservice teachers’ online self-regulated learning skills and strategies amid the COVID-19 pandemic. Social Sciences & Humanities Open, 7(1), 100470. https://doi.org/10.1016/j.ssaho.2023.100470
Greene, J. A., Cartiff, B. M., & Duke, R. F. (2020). A meta-analytic review of the relationship between epistemological beliefs and self-regulated learning. Educational Psychology Review, 30(1), 267–296. https://doi.org/10.1007/s10648-017-9393-3
Han, S. (2022). Impact of foreign language classroom anxiety on higher education students. Frontiers in Psychology, 13, 945062. https://doi.org/10.3389/fpsyg.2022.945062
Hertel, S., & Karlen, Y. (2020). Implicit theories of self-regulated learning and their relation to SRL outcomes. Metacognition and Learning, 15(1), 21–46. https://doi.org/10.1007/s11409-019-09211-2
Hofer, B. K., & Pintrich, P. R. (2021). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140. https://doi.org/10.3102/00346543067001088
Jackson, J. (2022). Reticence and anxiety in oral English classrooms: A mixed-methods study. System, 106, 102750. https://doi.org/10.1016/j.system.2022.102750
Jarvis, S., & Pavlenko, A. (2020). Crosslinguistic influence in language and cognition. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9780203935927/crosslinguistic influence-language-cognition-scott-jarvis-aneta-pavlenko
MacIntyre, P. D, et. al., (2020). Expanding the theoretical base for the dynamics of willingness to communicate. Studies in Second Language Learning and Teaching, 10(1), 111–132. https://pressto.amu.edu.pl/index.php/ssllt/article/view/22352
Mashwani, H. U., & Damio, S. M. (2022). Environmental control and oral communication competence in ESL classrooms. Journal of Language and Linguistic Studies, 18(1), 102–118.
Mussa, A., et al. (2020). Examining the issues of gender and indigenous knowledge in English education semester courses. Journal of English Education, 5(2), 104–116. https://www.researchgate.net/publication/348015335
Nilsson, M. (2020). Language learning strategies and beyond: A look at strategies in the context of self-regulation. Studies in Second Language Learning and Teaching, 10(2), 239–263. https://pressto.amu.edu.pl/index.php/ssllt/article/view/23353
Nilsson, P. (2020). Self-regulation and oral communication performance in higher education. Scandinavian Journal of Educational Research, 64(4), 578–591. https://doi.org/10.1080/00313831.2019.1595718
Ni’mah, U., Nasihah, M., & Munfaati, F. (2025). Exploring self-regulated learning strategies to enhance English speaking skills among EFL students. Indonesian Journal of Applied Linguistics, 14(3), 472–483. https://ejournal.upi.edu/index.php/IJAL/article/view/72000
OECD. (2021). Education at a glance 2021: OECD indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en
Oga-Baldwin, W. L. Q., & Nakata, Y. (2020). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 89, 102168. https://www.researchgate.net/publication/312799633
Orboc, M. L. (2025). Rekindling skills in oral communication: Strategies of Filipino language teachers. EPRA International Journal of Environmental Economics, Commerce and Educational Management, 12(7). https://doi.org/10.36713/epra0414
Panadero, E. (2020). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 11, 570. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., & Alonso-Tapia, J. (2022). Self-assessment: Theoretical and practical connotations. Psicología Educativa, 28(1), 1–10. https://doi.org/10.5093/psed2021a24
Ping L, (2025) Innovative approaches to English pronunciation instruction in ESL contexts: integration of multi-sensor detection and advanced algorithmic feedback https://pmc.ncbi.nlm.nih.gov/articles/PMC11795553/
Peters, E., & Webb, S. (2020). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 42(3), 551–577. DOI: 10.1017/S0272263117000407
Raymunde, P. P., Jr., & Mamonong, V. H. (2022). Unfolding the lived experiences of the college students' language learning strategies vis-à-vis their English proficiency: A convergent design. International Journal of Language and Literary Studies, 4(3), 1–19. https://doi.org/10.36892/ijlls.v4i2.805
Robin, C. J, (2022). To Say or Not to Say: ESL Learners' Perspective towards Pronunciation Instruction https://jurnal.unsil.ac.id/index.php/jelita/article/view/4308?
Rum, E. P., & Allo, M. D. (2023). The analysis of self-regulated learning in improving speaking skills at the classroom context. ResearchGate. https://www.researchgate.net/publication/369900720
Salde, H. J. G. (2024). Language learning strategies of maritime students. GEO Academic Journal, 5(1). https://geoacademicjournals.com/current/volume-5-no-1/language-learning-strategies-of-maritime-students/
Saito, K., & Plonsky, L. (2020). Effects of second language instruction on speech comprehensibility and accuracy. Studies in Second Language Acquisition, 41(2), 239–263. https://www.researchgate.net/publication/331271213
Saito, K., & Plonsky, L. (2020). Effects of second language pronunciation teaching revisited: A proposed measurement framework and meta-analysis. Language Learning, 70(3), 654–708. https://doi.org/10.1111/lang.12392
Schommer, M. (2022). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504. https://doi.org/10.1037/0022-0663.82.3.498
Schunk, D. H., & Greene, J. A. (2020). Handbook of self-regulation of learning and performance (2nd ed.). Routledge. https://doi.org/10.4324/9781315697048
Shah et. al., (2023). He Pronunciation Component in Esl Lessons: Teachers’ Beliefs and Practices https://ejournal.upi.edu/index.php/IJAL/article/view/4844?
Shah, M., Mahmood, M., & Ali, A. (2023). ESL teachers' beliefs and practices in pronunciation instruction. English Language Teaching, 16(4), 55–67. https://doi.org/10.5539/elt.v16n4p55
Tang, S., Wang, Z., Jiang, M., Jimenez, D. D., & Zhang, L. (2025). Motivation and self-regulated learning among online English learners: Profiles and pedagogical implications. Education Sciences, 15(12), 1619. https://doi.org/10.3390/educsci15121619
Tang, J., Liu, Y., & Chen, H. (2025). Motivational regulation and SRL strategy use among college EFL learners. Learning and Instruction, 85, 101763. https://doi.org/10.1016/j.learninstruc.2023.101763
Teng, F. (2022). Metacognitive awareness and oral English proficiency. Frontiers in Psychology, 13, 824235. https://www.researchgate.net/publication/330474908
Teng, M. F. (2022). Contextual sensitivity and oral communication performance among EFL learners. Applied Linguistics Review, 13(2), 289–312. https://doi.org/10.1515/applirev-2020-0085
Teng, M. F., Mizumoto, A., & Takeuchi, O. (2024). Growth mindset and self-regulated vocabulary learning. System, 122, 103255. https://doi.org/10.1016/j.system.2024.103255
Torrevillas, J. (2022). Oral language proficiency: Basis for material design and development. International Journal of Language and Literary Studies, 4(1), 122–135. https://doi.org/10.36892/ijlls.v4i1.749
Uchihara, T., & Saito, K. (2021). The relationship between vocabulary size and second language speech fluency and comprehensibility. Language Learning, 71(2), 447–485. https://www.researchgate.net/publication/303290146
Uchihara, T., & Saito, K. (2021). Exploring the relationship between vocabulary knowledge and spoken language comprehensibility. The Modern Language Journal, 105(1), 335–352. https://doi.org/10.1111/modl.12690
Walach, M. (2020). Environmental regulation as a facet of self-regulated learning in academic performance. Frontiers in Education, 5, 37. https://doi.org/10.3389/feduc.2020.00037
Xu, X., Zheng, C., & Wang, Z. (2022). Self-regulated learning strategies in oral presentations among EFL undergraduates. System, 107, 102824. https://doi.org/10.1016/j.system.2022.102824
Zepeda, C. D., Richey, J. E., Ronevich, P., & Nokes-Malach, T. J. (2020). Direct instruction of metacognition benefits academic performance and transfer of learning. Journal of Educational Psychology, 112(4), 695–709. https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000407
Zepeda, C. D., Martin, R. S., & Butler, A. C. (2020). Metacognitive strategy instruction improves students' monitoring and use of learning strategies in academic settings. Journal of Applied Research in Memory and Cognition, 9(4), 429–443. https://doi.org/10.1016/j.jarmac.2020.07.008
Zhang, T. (2024). Effects of self-regulation strategies on EFL learners’ motivation, self-efficacy, willingness to communicate, and creativity. BMC Psychology, 12, Article 75. https://doi.org/10.1186/s40359-024-01567-2
Zimmerman, B. J. (2020). Becoming a self-regulated learner: An overview. Theory Into Practice, 59(1), 1–11.
Zimmerman, B. J. (2020). Self-regulation of learning: Zimmerman's model revisited. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 1–16). Routledge.
Zimmerman, B. J., & Schunk, D. H. (2021). Self-regulated learning and academic achievement: Theoretical perspectives (3rd ed.). Contemporary Educational Psychology, 64, 101924. https://doi.org/10.1016/j.cedpsych.2020.101924
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
