Self-Regulated Learning Strategies in English Language Learning Among Pre-Service Teachers
DOI:
https://doi.org/10.54536/jnll.v4i2.7272Keywords:
English language education, Self-Regulated Learning, Teacher EducationAbstract
This study examined the self-regulated learning (SRL) strategies employed by pre-service teachers in English language learning within a private higher education institution. Specifically, it; assessed their use of SRL strategies across the dimensions of self-efficacy, planning, self-monitoring, effort, evaluation, and reflection; identified the perceived benefits and challenges associated with these strategies; and determined whether significant differences existed when students were grouped according to selected demographic variables. A quantitative descriptive–comparative research design was employed involving 100 pre-service teachers selected through quota sampling during the Academic Year 2025–2026. Data were collected using a structured online questionnaire consisting of a researcher-developed demographic section, an adopted SRL–English Language Learning (SRL-ELL) scale, and researcher-developed items measuring perceived benefits and challenges. Descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential tests (independent samples t-test and one-way ANOVA) were used to analyze the data at a 0.05 level of significance. Results indicated that students demonstrated a generally high level of engagement in self-regulated learning strategies. Effort, evaluation, and reflection received the highest ratings, while planning, self-efficacy, and self-monitoring obtained relatively lower but still positive ratings. Significant differences were observed in selected SRL dimensions across certain demographic variables. Students identified improved confidence, academic performance, and learning independence as key benefits, while time management difficulties and language anxiety emerged as common challenges. The findings highlight the importance of strengthening SRL-oriented instructional support and reflective learning practices to enhance English language proficiency and learner autonomy in higher education.
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Copyright (c) 2026 Sam Rhoy dela Cruz , Alvin Barcelona, Jude Glenn Barriento, Julienne Jayme, Gabriel Espayos , Princess Lumitao, Ashley John Natividad
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