| dc.description.abstract | This study examines the self-regulated motivation of undergraduate students enrolled in an
English-medium instruction (EMI) program at a private university in Yogyakarta to engage in spoken
English. The participants were 38 students enrolled in the International Program of Communications at
a private university in Yogyakarta. The data were collected using the SRMIS-EFL questionnaire, which
comprises four factors: task value activation, regulation of learning environment, regulation of affect,
and regulation of classroom environment. The questionnaire consisted of 20 items on a 5-point scale. A
descriptive statistic was employed to analyze the students' SRM levels, which revealed that task value
activation (M= 4.48, STD= .486) and regulation of the learning environment (M= 4.04, STD= .636)
were the most impactful factors. As a result, students are encouraged to self-motivate their learning of
English by recognising and addressing their errors in spoken communication. Additionally, students
may have the opportunity to interact with native speakers in virtual or public settings, which can
facilitate the development of their speaking abilities. In contrast, the data revealed that the lowest-rated
factors were regulation of affect and regulation of the classroom environment. Conversely, the results
indicated that the lowest factors were regulation of classroom environment (M= 3.98, STD= .757) and
regulation of affect (M= 3.93, STD= .791). Students reported that they had overcome their fear of
speaking English by speaking confidently, seeking opportunities to speak more during lessons or with
trusted individuals, and managing their emotional responses to the fear by regulating their effect.
Consequently, the participants can motivate themselves to learn English fluently and develop strategies
to enhance their skills. Furthermore, participants are encouraged to implement strategies that enhance
their motivation, particularly in the context of English language acquisition, both in informal settings
and within the educational environment. This motivation can be fostered through various sources,
including instructors, peers, and the broader community. | en_US |
