In Pakistan, where English is taught as a foreign language, students often take control of their own learning in order to become self-regulated learners. The aim of this research was to explore the phenomenon of Self-correction, its frequency and the feature of language that was mostly corrected by undergraduate learners in their speaking skills. The research in this regard followed a mixed method approach in which both Qualitative and Quantitative methods were opted. Data was collected from BS and Master’s students of English department of Sardar Bahadur Khan Women’s University Quetta. Sampling was done through the technique of convenience sampling. The research tool was a speech activity in which the participants were assigned a topic on which they spoke for (2) minutes and their speech was recorded and transcribed. The theoretical model that supported this study was Krashen’s (1982) monitor hypothesis in which the learners gave their utterance a more polished look by applying theSelf-correction technique. Through data analysis, it was revealed that 37% of mistakes were corrected by the students while 63% were not corrected by them while speaking. Moreover, grammatical category was mostly corrected and the least corrected category was that of pronunciation. The findings determined that monitor’s role is minor in the speaking skills of the students, as Krashen himself asserted that it is used by the speakers only to correct the mistakes of their ordinary speech in order to give it a more refined form.

Author Name: Durdana Khosa, Shawwal Sharif, Mehwish Malghani

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Keywords: Self-correction, Speaking Skills, Undergraduates, Case Study

ISSN: 2205-6033

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