Ayena Gwen S. Espiritu
ABSTRACT
The influence of psychological variables on the argumentative speaking in English performance has drawn increasing attention due to the challenges of sudden shift of new normal education. This study tested the influences of online self-regulated learning (OSRL) and community of inquiry (CoI) on the argumentative speaking task score (ASTS) of senior high school and college students in the Philippines. A total of 300 students participated in this study and answered two survey-type instruments and a task assessment. The current study utilized structural equation modeling (SEM) to analyze the interrelationship among OSRL, CoI, and ASTS. Analysis revealed that CoI had a significant positive correlation with ASTS (β: 0.416, p =0.001). Also, OSRL was found to have a significant positive correlation with ASTS (β: 0.792, p = 0.001). Surprisingly, CoI was found to have a significant positive correlation with OSRL (β: 0.212, p = 0.010). Regarding the significant indicators for each dimension, all factors of CoI were significant indicators, but teaching presence yielded the highest level of significance. For OSRL, similarly, all factors were significant, but task strategies was found the most significant. Despite the study's limitations in terms of the study areas chosen, the spatial units, the indicators used, and the CFA proved to be a useful tool that produced positive outcomes. It would be very beneficial for language learning and educational psychology. Finally, results can be used for educational purposes, which can help establish ideas of how environmental, behavioral, and cognitive factors influence one's speaking ability.
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Index Terms
- Influences of Argumentative Speaking Performance in English: A structural equation modeling approach using online self-regulated learning and community of inquiry
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