A Survey of Indonesian EFL Undergraduate Students’ Self-regulated Motivation to Speak English

Abstract

Self-Regulated Motivation (SRM) is one of the Self-Regulated Learning (SRL) aspect that focuses only on motivation control or regulation. This study aims to identify students' SRM levels in speaking English and the difference between males and females. The participants were 92 English Language Department students of a private university in Yogyakarta. The data were collected through the SRMIS-EFL questionnaire. The questionnaire consists of four factors (task value evaluation, regulation of learning environment, regulation of effect, and regulation of classroom environment) with a total of 20 items. A descriptive statistic was used to analyze students' SRM levels, and an independent sample t-test was also used to see the difference in SRM levels between male and female students. The data analysis showed that students generally had a high SRM level (M= 3,96; SD= 028) . The highest factor was task value evaluation (M= 4.40; SD= 0.93), and the lowest was regulation of the learning environment (M= 3.79; SD= 0.22). Related to gender, this study revealed that male and female students show similar SRM levels and had no difference.