Self-Regulated Learning Competences and Instructional Practices Among Thai University EFL Teachers
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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 = .474, p < .01). However, different dimensions of SRL competences showed notable differences: knowledge demonstrated a weak negative correlation (r = -.124), beliefs showed a moderate positive association (r = .357, p < .01), while motivation had the strongest relationship (r = .687, p < .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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