Investigating the LMS–SRL Implementation Gap: Moroccan ENS Instructors’ Perceptions and Practices in ESP-Oriented Teacher Education
Year: 2025
Type: article
Abstract: This study explores Moroccan English for Specific Purposes (ESP) instructors’ perceptions, instructional practices, and encountered challenges in utilizing Learning Management Systems (LMS) to foster Self-Regulated Learning (SRL) within Écoles Normales Supérieures (ENS) institutions. As SRL becomes increasingly essential in higher education for promoting learner autonomy, it is critical to understand how digital platforms are being pedagogically leveraged to support its development, especially in teacher education contexts. Adopting a sequential explanatory mixed-methods design, this study began with a survey of 54 ESP instructors using a structured questionnaire, which was then followed by in-depth semi-structured interviews with six participants who reported limited implementation of SRL-supportive LMS practices. Descriptive statistics revealed generally positive perceptions of LMS as tools for promoting SRL (M = 3.64 on a 5-point Likert scale), yet a markedly low frequency of reported SRL-aligned teaching practices (M = 2.19). A weak and statistically non-significant correlation (r = .254, p = .064) between perceptions and actual practices indicated a notable disconnect between belief and pedagogical implementation. Thematic analysis of the qualitative data identified several key barriers contributing to this gap, including insufficient pedagogical training in SRL integration, excessive workload, large class sizes, and institutional constraints such as underdeveloped LMS functionalities and inadequate technical support. These findings underscore the urgent need for sustained and targeted professional development opportunities, training in SRL-informed instructional design, and systemic improvements in technological infrastructure. The aim of these reforms is to foster lifelong learning skills in future teachers, such as autonomy, reflection, and self-regulation. This can be achieved by explicitly and intentionally incorporating SRL strategies into instructors’ LMS-based teaching. Keywords: Learning management systems; self-regulated learning; ESP instructors; pre-service teachers; teacher education
Authors: Chtouki, Ayoub, Boutahar, Youssef
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
Open Access status: diamond
OpenAlex ID: W6965469376
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