Abstract

This study explores how Indonesian professionals employ self-regulated learning (SRL) strategies to enhance their English public speaking skills, addressing a gap in research on adult learners in workplace contexts. Using a mixed-methods design with 38 participants from education, business, media, and public administration sectors, the study integrated questionnaires, reflective journals, and interviews to examine metacognitive, motivational, and emotional regulation strategies. Findings revealed that metacognitive strategies (e.g., speech outlining, rehearsal) were most frequently used (84.2%) and strongly correlated with improved confidence (81.6%) and speech organization (78.9%). Motivational strategies (71.1%), such as goal-setting and visualization, sustained engagement, while emotional regulation (57.9%) was underutilized despite its link to audience engagement and body language. Sectoral differences highlighted educators’ structured planning versus media professionals’ improvisational approaches. The study underscores the need for SRL-integrated training, particularly in emotional regulation, tailored to professional contexts to foster adaptive communication skills.

Keywords

  • self-regulated learning
  • English public speaking
  • metacognitive strategies
  • workplace learning
  • emot

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