The Effects of Self-Regulatory Learning through Computer-Assisted Intelligent Tutoring System on the Improvement of EFL Learners' Speaking Ability

The current study attempted to investigate the effects of self-regulatory learning through computer-assisted intelligent tutoring system on the improvement of speaking ability. The participants of the study, who spoke Azeri Turkish as their mother tongue, were students of Applied Linguistics at BA level at Pars Abad's Azad University, Ardebil, Iran. According to the manual of the Oxford placement test, students who scored between 31and 44 were considered as pre- intermediate level learners; therefore, 45 students were selected as the final participants of the present study. The participants were assigned to three groups. Groups A and B were experimental groups and received SRL through intelligent tutoring system, and group C was control group which did not receive SRL through intelligent tutoring system and instructed through traditional method. Quantitative analyses indicated that SRL through intelligent tutoring system had a significant effect on the students' improvement in the speaking skill. Results of the immediate and delayed post-tests revealed that self-monitoring strategy of SRL had a more significant effect on the students' performance in speaking than seeking-help strategy of SRL.