Self-Regulated Learning Competences and Instructional Practices among Thai University EFL Teachers
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| Title: | Self-Regulated Learning Competences and Instructional Practices among Thai University EFL Teachers |
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| Language: | English |
| Authors: | Pajaree Nipaspong |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2026 19(1):624-649. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Self Management, Second Language Learning, English (Second Language), Language Teachers, Correlation, Educational Practices, Knowledge Level, Beliefs, Motivation, Scaffolding (Teaching Technique), Direct Instruction, Incidental Learning, Student Evaluation, Intuition, Foreign Countries, Teacher Competencies, College Faculty |
| Geographic Terms: | Thailand |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | Self-regulated learning (SRL) plays a crucial role in language learning; however, research indicates that teachers often have a limited understanding of it. Using a mixed-methods approach, this study examined the relationships between Thai university EFL teachers' self-regulated learning competences and their instructional practices, as well as how they implemented SRL in their teaching. Data were collected from 123 in-service EFL teachers through an online questionnaire and from 10 semi-structured interviews. Results revealed a moderate correlation between overall SRL competences and instructional practices (r = 0.474, p < 0.01). However, different dimensions of SRL competences showed notable differences: knowledge demonstrated a weak negative correlation (r = -0.124), beliefs showed a moderate positive association (r = 0.357, p < 0.01), while motivation had the strongest relationship (r = 0.687, p < 0.01) with SRL instruction. Teachers reported complementary roles for four instructional components: scaffolding, explicit instruction, implicit instruction, and diagnostic assessment. Qualitative data indicated that teachers' intuition and lesson-driven requirements are key factors encouraging SRL implementation. Thematic analysis of interviews revealed common patterns in SRL instructional practices: implementation of SRL despite limited conceptual understanding, a preference for implicit over explicit SRL instruction, limited attention to the Reflection stage, and ambiguity between cognitive and metacognitive strategies. The findings also identified challenges in SRL instruction and highlighted a significant gap between theory and practice, which needs to be addressed through appropriate professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508815 |
| Database: | ERIC |
| Abstract: | Self-regulated learning (SRL) plays a crucial role in language learning; however, research indicates that teachers often have a limited understanding of it. Using a mixed-methods approach, this study examined the relationships between Thai university EFL teachers' self-regulated learning competences and their instructional practices, as well as how they implemented SRL in their teaching. Data were collected from 123 in-service EFL teachers through an online questionnaire and from 10 semi-structured interviews. Results revealed a moderate correlation between overall SRL competences and instructional practices (r = 0.474, p < 0.01). However, different dimensions of SRL competences showed notable differences: knowledge demonstrated a weak negative correlation (r = -0.124), beliefs showed a moderate positive association (r = 0.357, p < 0.01), while motivation had the strongest relationship (r = 0.687, p < 0.01) with SRL instruction. Teachers reported complementary roles for four instructional components: scaffolding, explicit instruction, implicit instruction, and diagnostic assessment. Qualitative data indicated that teachers' intuition and lesson-driven requirements are key factors encouraging SRL implementation. Thematic analysis of interviews revealed common patterns in SRL instructional practices: implementation of SRL despite limited conceptual understanding, a preference for implicit over explicit SRL instruction, limited attention to the Reflection stage, and ambiguity between cognitive and metacognitive strategies. The findings also identified challenges in SRL instruction and highlighted a significant gap between theory and practice, which needs to be addressed through appropriate professional development. |
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| ISSN: | 2630-0672 2672-9431 |
