Self-Regulated Motivation and Speaking Competence of Pre-Service ESL Teachers in Asynchronous Settings: A Correlational Study
Keywords:
self-regulated motivation; speaking competence; asynchronous settings; pre-service teachersAbstract
The study investigated pre-service ESL teachers’ speaking competence across four dimensions (Goh, 2007): phonological, speech function, interaction management, and extended discourse organization skills. It further examined their relationship to two expectancy components of self-regulated motivation while performing speaking tasks in asynchronous settings. A mixed-methods approach collected data from 186 respondents, using a motivated strategies for learning questionnaire and speaking task protocols as the primary instruments. Quantitative results were complemented with qualitative responses from semi-structured interviews with 15 pre-service teachers. Findings revealed that students exhibited growth-oriented beliefs and moderate self-efficacy, though confidence weakened as task complexity increased. Overall, speaking competence was moderate, with interactional fluency stronger than phonological precision. Self-efficacy showed clearer links to discourse-level skills than perceived control. Key challenges spanned psychological factors (fear of criticism), intellectual needs (desire for guidance), technological barriers (equipment and connectivity), and economic constraints (data affordability), highlighting the need for holistic support. Pedagogical implications include sequencing tasks to build mastery, scaffolding extended discourse, fostering self-regulated learning routines, and designing mobile or low-bandwidth activities to ensure equitable participation. The study offers fresh insights into the intersection of self-regulated motivation and speaking competence in asynchronous settings, an area rarely examined in ESL education. By correlating expectancy beliefs with multidimensional speaking skills, the study presents a novel lens for understanding how motivational regulation directly shapes oral performance in asynchronous contexts.
https://doi.org/10.26803/ijlter.24.11.12
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