---

 Research Link: PRINCIPALS’ EMOTIONAL INTELLIGENCE.pdf

Review Report

Title: Principals’ Emotional Intelligence and their Administrative Performance in Public Secondary Schools in Anambra State
 Authors: Obiekwe, Kingsley Kenechukwu (PhD) & Ogbo, Rosita Nwaribeaku (PhD)
 Journal: International Journal of Education and Evaluation
 Publication Year: 2020
 Volume & Issue: Vol. 6, No. 3
 Pages: 35-43

Ven. Agalawatte Gnanavimala Thero ( Id Num:236511002)

---

1. Introduction & Background

The study explores the relationship between principals' emotional intelligence and their administrative performance in Anambra State public secondary schools. The introduction effectively outlines the significance of education in national development and emphasizes the principal's role in school administration. The study is well-grounded in Nigerian education policies and theoretical perspectives on emotional intelligence and leadership.

Strengths:

✅ Clearly defines the importance of secondary education and the principal's role.
 ✅ Strong literature review incorporating global and local perspectives on emotional intelligence.
 ✅ Justifies the study based on observed issues in Anambra’s secondary schools.

Areas for Improvement:

●       The introduction could briefly introduce emotional intelligence theories earlier to create a stronger conceptual link to the research focus.

●       A more explicit gap in literature could be stated, highlighting what this study contributes that previous studies have not.

---

2. Research Objectives & Questions

The study aims to:

1. Determine principals’ emotional intelligence levels.
2. Assess their administrative performance.
3. Examine the relationship between emotional intelligence and administrative performance.

These objectives are aligned with three well-defined research questions and one hypothesis, making the study structured and focused.

✅ Well-defined research problem and questions.
 ✅ Hypothesis testing provides statistical rigor.

---

3. Methodology

Design: Correlational survey research design.
 Population & Sample: 6,382 teachers in Anambra State; a sample of 672 teachers was selected using multi-stage sampling.
 Instruments:

●       Principals' Emotional Intelligence Questionnaire (PEIQ)

●       Principals’ Performance Questionnaire (PPQ)
 Validity & Reliability:

●       Instruments were face validated by experts.

●       Cronbach’s alpha reliability: PEIQ (0.89), PPQ (0.84) – indicating high reliability.
 Data Analysis:

●       Mean scores for descriptive statistics.

●       Pearson’s Product-Moment Correlation Coefficient to test relationships.

Strengths:

✅ Strong reliability measures (Cronbach’s alpha > 0.80).
 ✅ Appropriate sampling technique for a large population.
 ✅ Use of correlation analysis strengthens findings.

Areas for Improvement:

●       The study could justify why only teachers were sampled, rather than including principals or students.

●       Could specify sampling bias risks and how they were mitigated.

---

4. Key Findings

1. Moderate Emotional Intelligence:

○       Mean score 2.75 (on a 5-point scale).

○       Principals exhibit some emotional intelligence but not at an optimal level.

2. Moderate Administrative Performance:

○       Mean score 3.01 (on a 5-point scale).

○       Suggests room for improvement in leadership effectiveness.

3. Significant Positive Correlation (r = 0.57, p < 0.05)

○       Principals with higher emotional intelligence perform better administratively.

Strengths:

✅ Findings are supported by previous studies (Cherniss & Goleman, 2001; Caruso et al., 2003).
 ✅ Correlation analysis provides statistical backing for claims.

Areas for Improvement:

●       Could provide subgroup analysis (e.g., urban vs. rural schools, experience levels).

●       Discussion should elaborate on how specific EI components (self-awareness, empathy) influence performance.

---

5. Discussion & Interpretation

The study finds that moderate emotional intelligence leads to moderate performance, reinforcing global research on leadership effectiveness. The discussion references several key studies (e.g., Goleman, 1998; Fleishman, 2004) and aligns well with organizational leadership theories.

Strengths:

✅ Engages with international literature on leadership and emotional intelligence.
 ✅ Identifies practical implications for educational policymakers.

Areas for Improvement:

●       More detailed discussion on why Anambra principals have only moderate EI (e.g., training gaps, cultural factors).

●       Could compare findings with other Nigerian states or international contexts.

---

6. Conclusion & Recommendations

Conclusion:

●       Principals in Anambra have moderate emotional intelligence and performance.

●       There is a medium significant positive relationship (r = 0.57) between EI and administrative effectiveness.

Recommendations:

1. Training & Professional Development: The Ministry of Education should introduce EI training programs for principals.
2. Recruitment Criteria: The Post Primary School Service Commission should consider EI during selection of principals.
3. Building Interpersonal Skills: Principals should enhance communication and social interactions with teachers and students.

Strengths:

✅ Clear, practical recommendations for policymakers.
 ✅ Encourages long-term capacity building.

Areas for Improvement:

●       Recommendations could be more actionable (e.g., specific training methods).

●       Could suggest ways to integrate EI into performance evaluations.

---

7. Overall Evaluation

Strengths:

✅ Well-structured research design with reliable instruments.
 ✅ Statistically supported findings with clear implications.
 ✅ Practical recommendations for policymakers and educators.

Areas for Improvement:

●       More justification for teacher-only sampling.

●       Detailed subgroup analysis could enrich findings.

●       Comparative analysis with other states or countries would strengthen global relevance.

---

 

 

Review of the Research Article: "The Key Role of Administrators in Supporting Teacher Leadership and Professionalism in Southern Mexico"

 

Research link: RESEARCH IN EDUCATIONAL ADMINISTRATION & LEADERSHIP © EARDA-Turkish Educational Administration Research and Development Association

Ven. Agalawatte Gnanavimala Thero ( Id Num: 236511002)

---

General Overview

The research article by Edith J. Cisneros-Cohernour provides an in-depth analysis of teacher leadership and professionalism in southern Mexico. Drawing on three separate studies, it examines the challenges faced by educators due to systemic factors such as educational policies, administrative structures, and sociocultural contexts.

---

Strengths of the Article

1. Well-Structured Research

• The paper follows a logical progression, with clear sections on introduction, methodology, results, discussion, and conclusion.
• The use of three different studies enhances the credibility of findings by incorporating diverse perspectives.

2. Comprehensive Literature Review

• The article references relevant research from both Latin America and international sources.
• It critically discusses existing frameworks for teacher leadership and professionalism, highlighting the gaps in Mexican education.

3. Strong Empirical Basis

• The study employs qualitative research methods, including interviews, case studies, and document analysis, ensuring depth in data collection.
• The inclusion of multiple stakeholders (teachers, principals, supervisors, and policymakers) enriches the study's findings.

4. Contextual Relevance

• The study effectively contextualizes the findings within the Mexican education system, considering socioeconomic and cultural factors.
• The discussion on administrative structures, power dynamics, and teacher training policies provides valuable insights.

5. Policy and Practice Implications

• The paper offers recommendations for policymakers, including the need to improve teacher preparation programs and decentralize decision-making.
• The role of administrators in either supporting or hindering teacher leadership is clearly highlighted.

---

Areas for Improvement

1. Limited Statistical Analysis

• While qualitative insights are strong, incorporating more quantitative data (e.g., statistical comparisons of school performance) could strengthen the argument.
• The article does mention survey results but does not provide in-depth statistical analysis or graphical representations.

2. Clarity in Methodology

• The methodology section, though detailed, could benefit from clearer differentiation between the three studies. A table summarizing the key aspects of each study (objectives, participants, methods) would improve readability.
• Some sections use complex language that may be challenging for non-specialist readers.

3. Comparative Analysis

• While the study discusses effective schools, a more explicit comparison between successful and struggling schools could provide deeper insights.
• Examining how other Latin American countries address similar challenges could add a broader perspective.

4. More Discussion on Teacher Autonomy

• The paper touches on the issue of top-down management but could further explore how increasing teacher autonomy might impact leadership and professionalism.

---

Conclusion

This research article makes a valuable contribution to the study of teacher leadership and professionalism in Mexico. It is well-organized, empirically grounded, and policy-relevant. With minor improvements in quantitative analysis, methodological clarity, and comparative insights, the study could have an even greater impact.

 

Review of the Research Article: "The Status of Research in Educational Administration: An Analysis of Educational Administration Journals, 1999-2007"

Article by: Ven. Agalawatte Gnanavimala Thero (Id Num:236511002)

Research Report Link: (PDF) The Status of Research in Educational Administration: An Analysis of Educational Administration Journals, 1999-2007

---

General Overview

The research article by Ahmet Aypay and colleagues provides a comprehensive analysis of trends in educational administration research over a nine-year period (1999–2007). Based on 449 empirical articles from 13 journals, the study examines authorship patterns, methodologies, literature reviews, and topics covered in the field. The findings offer valuable insights into the evolving landscape of educational administration research and highlight methodological strengths and weaknesses.

---

Strengths of the Article

1. Extensive Data Collection

• The study covers a significant number of articles (449) from 13 different journals, enhancing the reliability and generalizability of its findings.
• The random selection of empirical studies ensures an unbiased representation of the research landscape.

2. Methodological Rigor

• The study employs document analysis to systematically categorize and assess the research articles.
• Quantitative methods such as frequency analysis provide a structured evaluation of trends.

3. In-Depth Authorship Analysis

• The study reveals significant trends in authorship, including the increasing prevalence of co-authorship and the rising participation of female researchers.
• The research highlights the dominance of North American and European contributions while acknowledging the lower representation from Asia and Africa.

4. Valuable Insights on Research Methods

• The article identifies the increasing use of qualitative research methods in educational administration studies.
• It highlights methodological gaps, such as limited reporting of reliability and validity in quantitative studies.

5. Thematic and Sub-Thematic Categorization

• The study classifies research topics into broad categories, with leadership, principalship, and administrative structures emerging as dominant themes.
• The detailed breakdown of subtopics offers a nuanced understanding of research priorities and gaps.

---

Areas for Improvement

1. Limited Discussion on Emerging Research Trends

• While the article provides a historical analysis, it could benefit from a more forward-looking discussion on how research trends might evolve beyond 2007.
• Addressing the implications of technological advancements on educational administration research would add contemporary relevance.

2. More Comparative Analysis Needed

• The study could enhance its impact by comparing findings with earlier reviews of educational administration literature to track long-term developments.
• A comparison with research trends in related fields such as educational policy or leadership studies could provide additional context.

3. Clarity in Data Presentation

• Some sections, particularly those on research methodologies and validity reporting, could benefit from clearer tables and graphical representations.
• A summary table comparing the most frequently studied topics across different periods would improve readability.

4. Underrepresentation of Non-Western Research

• The study acknowledges the dominance of North American and European contributions but does not deeply explore why research from other regions remains underrepresented.
• A discussion on barriers faced by researchers from Asia, Africa, and Latin America would add depth to the findings.

---

Conclusion

This research article offers a significant contribution to the understanding of trends in educational administration research. It provides a well-structured analysis of authorship, methodology, and research themes while highlighting key areas for future improvement. Strengthening the comparative analysis, enhancing data presentation, and incorporating discussions on non-Western research contributions would further enhance the impact of the study.

---

The Development of English-Speaking Skill by Using Problem-Based Learning for the First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University

 

The Development of English-Speaking Skill by Using Problem-Based Learning for the First Year B.A. Students of Teaching English (International Program)
in Education Faculty at Mahachulalongkomrajavidyalaya University

Ven.Indapala, ChuenaaromChantimachaiamorn, and PhraVachiravichThitavangso

By Amornteb  Intasorn

Abstract

The purposes of the study were: 1) to study the Development of English-Speaking Skill by Using Problem-Based Learning for The First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University; 2) to Development of English-Speaking Skill by Using Problem-Based Learning for the First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University; and 3) To study students' satisfaction with English language teaching manuals for communication of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University.
The participants included teachers and students from selected of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University. The study employed a mixed-methods approach, incorporating both qualitative and quantitative data. The instruments used were a questionnaire on current English teaching methods, a manual incorporating CLT principles, lesson plans based on CLT, pre- and post-implementation assessments, and a satisfaction survey regarding the teaching manuals. Data were analyzed using percentage, mean, and standard deviation calculations via Microsoft Office Excel. Results indicated that current English teaching methods in the region varied, with many university employing traditional approaches. The introduction of CLT-based methods led to significant improvements in teaching effectiveness, with post-implementation assessments showing enhanced student performance. Additionally, students expressed high satisfaction with the new teaching manuals, achieving a satisfaction rate of 85.90%, a mean score of 4.29, and a standard deviation of 0.58. This suggests that the development and application of CLT-based methods were effective in improving English language instruction and student engagement in Education Faculty at Mahachulalongkomrajavidyalaya University. 

Research Questions

1) What is the approach to teaching English in government secondary schools in the Mandalay region of Myanmar?

2) How is the development of English language teaching methods in government secondary schools in the Mandalay region of Myanmar?

3) What is the satisfaction of students with English language teaching manuals for communication in public secondary schools in Mandalay Region, Myanmar? 

Research Objectives

1) To study the English Teaching methods at the government secondary school in Mandalay Division, Myanmar.

2) To develop English Teaching Methods at the Government Secondary in Mandalay Division, Myanmar.

3) To study students' satisfaction with English language teaching manuals for communication in government secondary schools in Mandalay Region, Myanmar.

 Methodology

Pre-experimental research by using pre-experiment and post-experiment with the samples is shown in the below figure (W. Pengsawad, 2008: 96).

Table 3.1 Pre-Experimental research by using pre-experiment and post-experiment with the samples

E means Samples

T1 means Pre-Experimental Test

X means English Teaching methods at the government secondary school

T2 means Post-Experimental Test

Research by using target group of this research is 50 sixth-grade high school students from Shan Pha Yar High School in Mandalay, Myanmar using purposive sample and sample group in this research consists of 20 sixth-grade high school students from Shan Pha Yar High School in Mandalay, Myanmar using purposive sample. 

Research Results

1) Study the English Teaching methods at the government secondary school in Mandalay Division, Myanmar.

Illustrates that of the study of the English Teaching methods at the government secondary school in Mandalay Division, Myanmar was found that the overall average was 4.23 which was a satisfied level. If it was separated individually as an aspect, it was found that the item with the highest average was item no 9. The teaching and learning activities do not provide opportunities for learners to use English for communication. (x̅ = 4.65, S.D. = 0.49), and the second item was o. 10. The teaching materials are not suitable for the students.
(x̅ = 4.55, S.D. = 0.69), and the third item was no. 7. You can use English correctly according to English grammar rules. (x̅ = 4.35, S.D. = 0.67), and the lowest level was no. 6. You feel pressured every time you have to communicate in English. (x̅ = 3.90, S.D. = 0.45), respectively. In conclusion, the study of the English Teaching methods at the government secondary school in Mandalay Division, Myanmar was at satisfied level.

2) Development of English-Speaking Skill by Using Problem-Based Learning for the First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University. Comparison of competency of pre-test and post-test in the use experiment of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar using English Teaching Communicative Language Teaching. Indicates that comparison between the students’ pre-test and post-test in the use experiment of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar using English Teaching Communicative Language Teaching is found that the pupils who have the score post-test of use of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar using English Teaching Communicative Language Teaching. (x̅ = 17.70, S.D. = 1.22) are higher than the pre-test score pre-test in the use experiment of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar using English Teaching Communicative Language Teaching. (x̅ = 9.10, S.D. = 1.12) as statistically significant at 0.5.

3) Study students' satisfaction with English language teaching manuals for communication in government secondary schools in Mandalay Region, Myanmar. Illustrates the satisfaction of using experiment of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar by using English Teaching Communicative Language Teaching was found that the overall average was 4.26 which was a satisfied level. If it was separated individually as an aspect, it was found that the item with the highest average was item no. 5. Teaching activities and lessons help learners converse and share opinions with their peers. (x̅ = 4.50, S.D. = 0.69), and the second item was no. 8. Modern and suitable teaching materials for learners. (x̅ = 4.45, S.D. = 0.76), and the third item was no. 2. Teaching activities encourage learners to express themselves and share their opinions. (x̅ = 4.40, S.D. = 0.50), and the lowest level was no. 4. Teaching activities and lessons that are understandable and easy stimulate learners to grasp the content better. (x̅ = 4.05, S.D. = 0.22), respectively. In conclusion evaluate the satisfaction of using the experiment of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar by using English Teaching Communicative Language Teaching which was at satisfied level. 

Suggestions

1. Suggestions that should be applied

1) There should be a variety of interesting learning materials, the use of technology in managing learning, and the design of diverse learning activities to create motivation for learning.

2) Activities should be organized to promote English language learning so that students can better understand the content.

3) Activities should be organized to review students' knowledge and

Understanding of the material learned, as well as to discuss learning topics, so that students can develop their learning and apply it in their daily lives.

2. Suggestions for future research

1) One should study other works to integrate them into the organization of English language teaching activities for communication, alongside other forms of English communication teaching for students.

2) The English communication teaching manual should be applied to the English language teaching of students at other grade levels.

3) Advanced technology teaching tools should be integrated into instruction by using digital platforms, mobile apps, and multimedia content to enhance communication in the real world.

Enhancement of Self-Directed Learning in English Speaking Among Freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University

 

Enhancement of Self-Directed Learning in English Speaking Among Freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University

Vo Thi Huynh Doan, Weerapong Paengkamhag, and Boonmee Pansa

                                                                                                                            By Amornteb  Intasorn

Abstract

The objectives were 1) to study self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University,
2) to develop self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University, 3) to study the satisfaction of English speaking among freshmen by using the developed self-directed learning in English speaking. This research has used the pre-Experimental research by using pre and post experiment.

The results of this research were found that

1) the self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University, it was found that the overall average was 4.22, which was at a satisfactory level. If it was separated individually as an aspect, it was found that the item with the highest average was item no. 3. If I can't think of an English word, I will use a synonym or phrase with the same meaning instead. (x̅ = 4.55, S.D. = 0.60) and the lowest level was no. 8. I constantly motivate myself to learn English. (x̅ = 3.95, S.D. = 0.69), respectively.

2) that the score of the pre-test of the use experiment of the model of self-directed learning in English speaking (x̅ = 9.50, S.D. = 2.56) is lower than the post-use experiment of the model of self-directed learning in English speaking (x̅ = 17.50, S.D. = 1.15). The score post-test of using the model of self-directed learning in English speaking among freshmen in the Faculty of Education (x̅ = 17.50, S.D. = 1.15) higher than the pretest scores before using the model of self-directed learning in English speaking among freshmen in the Faculty of Education (x̅ = 9.50, S.D. = 2.56) as statistically significant at 0.5.

          3) the overall average was 4.36, which was at a satisfactory level. If it was separated individually as an aspect, it was found that the item with the highest average was item no. 8. Self-directed learning in speaking English has given me a lot of understanding. (x̅ = 4.70, S.D. = 0.57), the lowest level was no. 10. I often reflect on the thoughts regarding the topics I am discussing. (x̅ = 4.10, S.D. = 0.55), respectively

 Research Objectives

1) To study self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University.

2) To develop self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University.

3) To study the satisfaction of English speaking among freshmen by using the developed self-directed learning in English speaking.

  Methodology

The research study Enhancement of Self-Directed Learning in English Speaking Among Freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. The research object: 1) To study self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. 2) To develop self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. 3) To study the satisfaction of English speaking among freshmen by using the developed self-directed learning in English speaking. This study employed research and development (R&D) methodology. The specifics of the research design are outlined in the following:

Step 1: Research (R1): To study general information (Analysis: A).

Step 2: Development (D1): To develop self-directed in English speaking (Design and Development: D&D).

Step 3: Research (R2): To experiment with self-directed learning in English speaking (Implementation: I).

Step 4: Development (D2): To evaluate the level of engagement in self-directed learning in English speaking (Evaluation: E).

Research Results

1) Study self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University illustrates that the self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University., it was found that the overall average was 4.22, which was at a satisfactory level. If it was separated individually as an aspect, it was found that the item with the highest average was item no. 3. If I can't think of an English word, I will use a synonym or phrase with the same meaning instead. (x̅ = 4.55, S.D. = 0.60), and the second item was no. 9. I am interested in learning English skills because it is interesting and important. (x̅ = 4.50, S.D. = 0.61), and the third item was no. 10. Learning English is important to me because it allows me to connect with people from different cultures. (x̅ = 4.40, S.D. = 0.68), and the lowest level was no. 8. I constantly motivate myself to learn English. (x̅ = 3. 95, S.D. = 0.69), respectively. In conclusion, the self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University was at
a satisfactory level.

2) Develop self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. The comparison between the students’ pre-test and post-test in the use experiment of the model of selfdirected learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University indicates a comparison between the students’ pre-test and post-test in the use experiment of the model of self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. It is found that the score post-test of using the model of self-directed learning in English speaking among freshmen in the Faculty of Education (x̅ = 17.50, S.D. = 1.15) higher than the pre-test scores before using the model of self-directed learning in English speaking among freshmen in the Faculty of Education (x̅ = 9.50, S.D. = 2.56) as statistically significant at 0.5.

3) Study the satisfaction of English speaking among freshmen by using the developed self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. The study illustrates the students’ opinions towards the satisfaction of developing by using the model of selfdirected learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. It was found that the overall average was 4.36, which was at a satisfactory level. If it was separated individually as an aspect, it was found that the item with the highest average was item no. 8. Self-directed learning in speaking English has given me a lot of understanding. (x̅ = 4.70, S.D. = 0.57), and the second item was no. 4. Self-learning to speak English has helped me develop myself. (x̅ = 4.65, S.D. = 0.49), and the third item was no. 13. The guide for introducing self-directed learning in English speaking has transformed my way of thinking, particularly regarding supplementary activities for new students. (x̅ = 4.60, S.D. = 0.60), and the lowest level was no. 10. I often reflect on the thoughts regarding the topics I am discussing. (x̅ = 4.10, S.D. = 0.55), respectively. In conclusion, the students’ opinions towards the satisfaction of developing by using the model of self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University., were at a satisfactory level. 

Suggestions

Suggestion for organizing self-directed learning in English speaking.

1) Encouraging learners to take ownership of their own learning journey through a well-managed classroom setting will promote participation, collaboration, and the development of self-learning English skills. A well-managed classroom setting plays a key role in fostering an environment conducive to self-learning. Strategic classroom arrangements empower learners to take ownership of their own learning journey, promoting active participation and collaboration. In addition, effective classroom settings promote the seamless integration of technology, resources, and learning media, providing learners with the tools they need to explore, practice, and improve their English speaking skills on their own.

2) Empowering learners through personalized guidance and support based on close observation and motivation will enhance the self-learning experience in English-speaking classrooms. Motivated teachers act as catalysts for learners’ engagement and enthusiasm, inspiring them to take initiative in learning their own language. Close observation of students enables teachers to identify individual strengths, weaknesses, and learning styles, allowing for personalized guidance and support. Attention allows teachers to provide feedback, encouragement, and resources tailored to each student’s needs. Promote an environment conducive to self-learning and growth in English-speaking ability. 

Suggestions for the Further Study.

1) The researcher should include other aspects of speaking, such as connected speech processes in fluency, intonation, and stress, to make the research more comprehensive.

2) In the subsequent study, it is advisable for the researcher to segregate the students into distinct levels to ensure greater specificity in the lessons.

3) The researcher should persist in employing this type of media to enhance various English skills beyond just speaking, such as understanding listening language, expanding reading, and comprehending written material.