Effect of Metacognitive-Based Digital Graphic Organizer on Learners’ Oral Presentation Skill and Self-Regulation of Learning Awareness

Abstract

The main objective of the study was to investigate the effect of digital graphic organizer via the use of LoiLoNote School Application (LS app) within a metacognitive approach on university students’ oral presentation (OP) performance and awareness of their self-regulation of learning. It was a mixed-method study involving 27 college students enrolled in one of the universities in Khon Kaen, Thailand. The participants completed both the OP performance and a questionnaire on self-regulation of learning scale before and after the intervention was implemented. The results revealed a significant difference between the students’ pre- and post OP performances in terms of the four components such as clarity, content, delivery, and fluency and coherence. Furthermore, the components on “clarity” and “content” were the most improved components while “fluency and coherence” and “delivery” were the least improved ones. Whilst four SRL components revealed a significant relationship with students’ OP performance (planning, self-monitoring, evaluation, and self-efficacy), the other two components (reflection and effort) did not. Qualitative results, on the other hand, showed that students felt that using a metacognitive-based digital GO aided them to facilitate their OP tasks effectively and helped them to be more aware of their self-regulation towards learning. Suggestions for future research agenda with regard to metacognitive-based digital GO are also proposed and practical implications are suggested.