Self-regulation in EFL learners

An important concern of research on self-regulated learning is to determine themost effective methods for its instruction in different educational settings. Thisquasi-experimental study focuses on a 10-week intervention designed to developself-regulation in undergraduate students learning English as a foreign languageduring emergency remote teaching. Levels of self-regulation and engagementwere measured with a pre and post-test and control group design. Findingsrevealed that the intervention, as implemented in the study, was successfulin raising self-regulated learning and in participants’ recognizing the practicalutility of tools acquired. On the other hand, while the level of engagementremained similar after the intervention, this was seen as a protective effect of theteaching-learning strategy on motivational states. This research underscores theimportance of self-regulated learning training in higher education to allow forstudents’ autonomy and agency, as well as connectedness with instructors andpeers, especially during the harsh teaching conditions of sanitary confinement.