Year: 2023
Type: article
Study design: Observational Study
Abstract: Self-regulated learning (SRL) which has long been valued as an effective approach in English as a Foreign Language (EFL) is a broad term comprising both cognitive and affective components and concerning the notion of the learner-centred way of teaching.The allocation of resources towards the implementation of SRL is crucial in order to equip students with the necessary skills to cultivate a lifelong learning mindset, enabling them to effectively navigate the complexities of the 21st century and successfully address the multifaceted demands of both real-world scenarios and professional environments.Teachers play a crucial role as key stakeholders in facilitating students' learning process.It is imperative for them to recognize their influential position in fostering and cultivating SRL inside their classrooms.It is vital to comprehend the perspectives held by EFL educators in this regard.The study conducted for this aim is a descriptive research built within the survey model.The study comprised a total of 170 EFL teachers who were employed at secondary schools located in Elazığ.The findings of the research indicated that EFL instructors perceived SRL as a significant and indispensable factor for achieving academic excellence.In addition, the participants acknowledged the significant impact of the educational setting on the facilitation and cultivation of self-regulated learning.EFL instructors also acknowledged the favorable influence of collaboration on students' SRL abilities.One of the primary findings of this 1 Makale Yazımı Yazar Etki Oranı:1.yazar %50, 2. yazar %50, Bu makalenin Etik Kurul Onayı Fırat Üniversitesinde 15.10.2021tarih, 21 nolu toplantı, 5 nolu karar ile alınmıştır.Bu Eser 2. Yazarın danışmanlığında 1. Yazarın tamamladığı yüksek lisans tezinden üretilmiştir.2 İngilizce öğretmeni, g.
Source: Tarih okulu
DOI: 10.29228/joh.71302
Author: Gülşah YILMAZ
Language: Turkish
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4388012879