摘要：In the field of French as a foreing language (FFL) teaching and learning, students require strategies in order to develop their speaking skills. In the context of this research, we have observed that students pursuing a B1 French level face phonological, morphological and lexical issues in speaking. This is due to the fact that students lack certain strategies to self?regulate their speaking skills. As a result, students’ performance is characterized by underachievement and they often struggle in expressing themselves orally. Therefore, the purpose of this action-research study was to design and apply tasks based on self-regulation strategies in order to to improve their speaking skills and to enhance students’ autonomy and self-regulation. Nineteen students who were in transition from A2 level to B1 level participated in this research. Qualitative data were collected in the form of a diagnostic test and a semi-structured interview. Firstly, the diagnostic test was applied in order to measure their speaking skills. After that, we designed and applied the tasks based on Zimmerman’s (2000) cyclical model of self?regulated learning. After the intervention, the semi-structured interview was applied to know the student's perceptions regarding the tasks based on self-regulation strategies. The results show that students perceived to be more aware of their speaking skills needs and demonstrated deployment of self-regulation strategies to remedy their limitations. The findings support the importance of designing and implementing tasks based on self?regulation strategies to promote autonomy in the development of speaking skills of FFL students.
