UTILIZING GOOGLE ASSISTANT TO SUPPORT SELF-EMOTIONAL MONITORING OFSELF-REGULATED LEARNING (SRL) OUTSIDE CLASSROOMFOR INDONESIAN EFL LEARNER

Abstract

Google Assistant (GA), as a tool for Mobile-Assisted Language Learning (MALL), shows promise in improving learners' speaking skills but faces challenges in fostering consistent use for independent learning. This research focuses on Motivational and Emotional (ME) aspects of Self-Regulated Learning (SRL) to answer: Do learners enjoy the learning process or just the app itself? Thirty-two participants completed six structured-speaking tasks with GA. In-depth observations and interviews monitored their motivation and emotional responses, categorized into Personal Motivational Individual (PMI) during planning, Motivational Metacognitive Individual (MMI) during language activities, and Emotional Metacognitive Individual (EMI) during evaluation. Data were analyzed using
a flow model supported by Holsti’s method. Findings revealed 100% of participants were satisfied in the PMI phase as they discussed learning plans and anticipated challenges. However, 33% discontinued using GA due to lengthy, irrelevant responses, leading to frustration. Conversely, 67% continued with varying engagement: 30% began to enjoy creating their own learning tasks, while 37% remained ambivalent, doubting GA’s accuracy but appreciating native speaker pronunciation. Lastly, 25% engaged in independent, enjoyable learning with GA, believing consistent practice would enhance their language skills despite the challenges.