An Exploration of Self-Regulation Strategies Used by EFL Learners to Foster Autonomous Learning

Abstract

The growing emphasis on learner-centered approaches in English as a Foreign Language (EFL) education has highlighted the importance of learner autonomy as a key factor in successful language learning. Autonomous learners are expected to take responsibility for their learning by setting goals, monitoring progress, and evaluating outcomes. In this context, self-regulated learning (SRL) strategies have emerged as essential mechanisms that enable learners to manage and direct their own learning processes effectively. This study aims to explore the self-regulation strategies used by EFL learners to develop and sustain autonomous learning. To achieve these objectives, the study adopts an exploratory quantitative research design. The findings confirms that learners possess a strong awareness of autonomous learning and demonstrate positive attitudes toward taking responsibility for their learning. The study further reveals that participants make substantial use of self-regulation strategies across the three core phases of self-regulated learning: planning, monitoring, and evaluation. Learners frequently engage in planning their learning activities, setting goals, organizing resources, monitoring their comprehension and progress, identifying and correcting errors, and evaluating their performance to enhance future learning outcomes. These behaviors reflect a strong level of metacognitive awareness and demonstrate learners’ ability to take an active role in managing and directing their own learning process. The study contributes to the growing body of literature on learner autonomy and self-regulated learning by providing insights into how EFL learners manage their learning independently. It also offers pedagogical implications for teachers seeking to foster autonomy through the integration of self-regulation strategies in language learning contexts.