In foreign language learning, it is important that learners become autonomous and learn how to self‐regulate their learning to continue language development. This article presents a self‐evaluation procedure designed to promote self‐regulation in speaking skills in a foreign language. This self‐evaluation procedure was tested in a quasi‐experimental study among 329 secondary school students in the Netherlands to investigate to what extent changes occurred in students’ self‐regulation of their speaking skills and to what extent students perceived the self‐evaluation procedure as motivating and adaptive to their needs. The results showed that shifts were found in the focus of students’ diagnoses and improvement plans for their own speaking performances. It was also found that the perceived need for teachers’ assistance decreased. Moreover, students found support to be adaptive and appreciated the activities in the self‐evaluation procedure—especially producing and executing an improvement plan. In conclusion, this study contributes to the development of knowledge about guiding students’ self‐regulation of speaking skills by adding concrete design principles to realize such a learning process.

中文翻译：

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提高外语口语技能的自我调节学习


在外语学习中，学习者变得自主并学会如何自我调节学习以持续语言发展非常重要。本文提出了一种自我评估程序，旨在促进外语口语技能的自我调节。这种自我评价程序在荷兰 329 名中学生中进行了一项准实验性研究，旨在调查学生的口语技能自我调节发生了多大程度的变化，以及学生在多大程度上认为自我评价程序是有效的。激励并适应他们的需求。结果显示，学生对自己口语表现的诊断和改进计划的重点发生了变化。研究还发现，人们对教师协助的需求有所减少。此外，学生们发现支持是适应性的，并且赞赏自我评估程序中的活动，尤其是制定和执行改进计划。总之，本研究通过添加具体的设计原则来实现这样的学习过程，有助于指导学生自我调节口语技能的知识的发展。