An Examination of EFL Learners' Self-Regulation Techniques to Promote Independent Learning

Abstract

The significance of learner autonomy as a crucial component of effective language acquisition has been brought to light by the increasing focus on student-centred approaches in English as a Foreign Language (EFL) instruction. It is expected of autonomous learners to take charge of their education by establishing objectives, tracking advancement, and assessing results. In this regard, self-regulated learning (SRL) techniques have become crucial tools that help students successfully control and steer their own learning processes. The purpose of this study is to investigate the self-regulation techniques employed by EFL students to establish and maintain independent learning. The results show that students have a favourable attitude toward taking ownership of their education and have a strong understanding of independent learning. The study also shows that during the three main stages of self-regulated learning—planning, monitoring, and evaluation—participants significantly employ self-regulation techniques. In order to improve future learning outcomes, learners regularly organise their learning activities, set goals, arrange resources, keep track of their understanding and progress, spot and fix mistakes, and evaluate their performance. These actions show that students have a high degree of metacognitive awareness and are capable of actively controlling and guiding their own learning. By shedding light on how EFL students independently control their learning, the study adds to the expanding corpus of research on learner autonomy and self-regulated learning. Additionally, it has pedagogical implications for educators who want to promote autonomy by incorporating self-regulation techniques into language learning environments.