Strategic Self-Regulation in Public Speaking:  Learning Behaviours of Indonesian Professionals

Yerly A. Datu; Singgih Widodo

doi:10.18535/sshj.v10i01.2187

Abstract

This study explores how Indonesian professionals employ self-regulated learning (SRL) strategies to enhance their English public speaking skills, addressing a gap in research on adult learners in workplace contexts. Using a mixed-methods design with 38 participants from education, business, media, and public administration sectors, the study integrated questionnaires, reflective journals, and interviews to examine metacognitive, motivational, and emotional regulation strategies. Findings revealed that metacognitive strategies (e.g., speech outlining, rehearsal) were most frequently used (84.2%) and strongly correlated with improved confidence (81.6%) and speech organization (78.9%). Motivational strategies (71.1%), such as goal-setting and visualization, sustained engagement, while emotional regulation (57.9%) was underutilized despite its link to audience engagement and body language. Sectoral differences highlighted educators’ structured planning versus media professionals’ improvisational approaches. The study underscores the need for SRL-integrated training, particularly in emotional regulation, tailored to professional contexts to foster adaptive communication skills.

Keywords

self-regulated learningEnglish public speakingmetacognitive strategiesworkplace learningemot

References

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[refR-2] Mercer, S. (2022). Language learner engagement: Current trends and future directions. The Language Learning Journal, 50(2), 143–155.Google Scholar ↗

[refR-3] Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2017). Using formative assessment to enhance self-regulated learning and academic achievement: A review of the literature. Assessment & Evaluation in Higher Education, 42(6), 928–948.Google Scholar ↗

[refR-4] Rahmawati, I. N., & Putra, N. (2021). Cultural values and communication competence among Indonesian professionals. Indonesian Journal of Applied Linguistics, 11(3), 622–634.Google Scholar ↗

[refR-5] Rose, H., Briggs, J. G., Galloway, N., & Bottcher, L. (2018). A systematic review of language learner strategy research in the EFL context. System, 80, 25–39.Google Scholar ↗

[refR-6] Teng, F. (2020). The role of metacognitive knowledge and regulation in mediating EFL writing strategy use and writing performance. Innovation in Language Learning and Teaching, 14(5), 436–450.Google Scholar ↗

[refR-7] Wang, Y., Derakhshan, A., & Zhang, L. J. (2023). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Language Teaching Research, 27(3), 397–417.Google Scholar ↗

[refR-8] Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.Google Scholar ↗

[refR-9] Bielak, J., & Mystkowska-Wiertelak, A. (2022). Emotion regulation and L2 learning: Investigating Polish learners' self-regulatory strategies. System, 106, 102564.Google Scholar ↗

[refR-10] Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 362–387). Routledge.Google Scholar ↗

[refR-11] Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.Google Scholar ↗

[refR-12] Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.Google Scholar ↗

[refR-13] Dewaele, J.-M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. Language Teaching Research, 23(5), 640–659.Google Scholar ↗

[refR-14] Evans, J. S. B. T., & Stanovich, K. E. (2013). Dual-process theories of higher cognition: Advancing the debate. Perspectives on Psychological Science, 8(3), 223–241.Google Scholar ↗

[refR-15] Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299.Google Scholar ↗

[refR-16] Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090DOI ↗Google Scholar ↗

[refR-17] Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters.Google Scholar ↗

[refR-18] Papi, M., & Khajavi, Y. (2021). Motivation and self-regulation in second language learning: A study of the dynamic interplay between learners’ motivational systems and task engagement. The Modern Language Journal, 105(1), 109–131.Google Scholar ↗

[refR-19] Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.Google Scholar ↗

[refR-20] Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 24(6), 833–850.Google Scholar ↗

[refR-21] Teng, F., & Zhang, L. J. (2020). Effects of strategy-based writing instruction on metacognitive knowledge and writing performance. System, 91, 102254.Google Scholar ↗

[refR-22] Teng, F., & Zhang, L. J. (2021). The role of self-regulated learning in EFL learners’ speaking competence development. English Teaching & Learning, 45(2), 221–243.Google Scholar ↗

[refR-23] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar ↗

[refR-24] Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.Google Scholar ↗

[refR-25] Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). Routledge.Google Scholar ↗