Digital portfolio and self-regulation in speaking tasks

Abstract Self-regulated learning has been recognized as helpful in language learning. This study showed how self-regulated contributes to stimulating students’ speaking skills. In an English a Foreign Language (EFL) setting, is generally perceived challenging task requiring actions, skills, or strategies achieve successful communication. As the feature learners' planning class, digital portfolios substantially impact examined on Kuwaiti female students' self-regulation processes during tasks EFL classes. The main results that pervaded were anticipation, realization, and reflection phases tasks. Results have shown learners can speak successfully when they understand regulate what do with task.