Work

Self-Regulated Learning in English Language Instruction at Colombian Universities: Teachers’ Perspectives

Year: 2026

Type: article

Abstract: 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.

Source: PROFILE Issues in Teachers Professional Development

DOI: 10.15446/profile.v28n1.119267

Authors: Jackeline Bravo, Estela Ene

Institution: Indiana University Indianapolis

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: Fulbright Colombia