2026/01/20 by Jackeline Ivonne Serna Bravo, Estela Ene · 1 voice
Psychology · Arts and Humanities · #Innovative Teaching and Learning Methods #Second Language Learning and Teaching #EFL/ESL Teaching and Learning
paper · doi:10.15446/profile.v28n1.119267
openalex publication_date 2026/01/20 · openalex created_date 2026/01/22 · openalex updated_date 2026/07/02
This article reports a descriptive, exploratory study on self-regulated learning in English teaching at eight Colombian universities. Using a mixed-methods approach that combined surveys and interviews, the study explored what Colombian university English instructors know about language teaching pedagogies that promote self-regulated learning and how their teaching practices impact its development. The findings indicate that while most instructors have a broad understanding of self-regulated learning, they are unaware of its specifics and do not explicitly promote it. However, they incorporate related aspects, such as learning strategies and motivation, into their teaching. We concluded that the promotion of self-regulated learning is unsystematic and overlooked as a learning need, with language mastery being the primary teaching focus. Educational alternatives are suggested to help English learners achieve self-regulated and successful learning.