PROMOTING STUDENTS’ SELF-REGULATED LEARNING USING A SELF-RECORDED VIDEO TASK IN A COURSE ON PRESENTATION SKILLS

Abstract

Given the importance of self-regulation in boosting students' self-efficacy and achievements, this study examined the impact of the self-recorded video task on promoting students' self-regulated learning. The study participants were 39 English majors at Hong Duc University who attended a course on presentation skills. Data were collected from the student's scores for the task and a questionnaire. Findings show that the self-recorded video task promotes students' self-regulated learning. In addition, each phase of self-regulation was not linear in a time-ordered sequence. Instead, goal-setting, monitoring, evaluating processes, re-setting goals, and performing task strategies were all intertwined.