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Self-Regulated Learning in English Language Instruction at Colombian Universities: Teachers’ Perspectives
El aprendizaje autorregulado en la enseñanza del idioma inglés en universidades colombianas: perspectivas de los profesores
DOI:
https://doi.org/10.15446/profile.v28n1.119267Keywords:
English language teachers, Self-regulated learning, University education, University English teaching (en)Aprendizaje autorregulado, Docentes de inglés, Educación universitaria, Enseñanza del inglés en la universidad (es)
This article reports a descriptive, exploratory study on self-regulated learning in English teaching at eight Colombian universities. Using a mixed-methods approach that combined surveys and interviews, the study explored what Colombian university English instructors know about language teaching pedagogies that promote self-regulated learning and how their teaching practices impact its development. The findings indicate that while most instructors have a broad understanding of self-regulated learning, they are unaware of its specifics and do not explicitly promote it. However, they incorporate related aspects, such as learning strategies and motivation, into their teaching. We concluded that the promotion of self-regulated learning is unsystematic and overlooked as a learning need, with language mastery being the primary teaching focus. Educational alternatives are suggested to help English learners achieve self-regulated and successful learning.
Este es un artículo de investigación descriptiva y exploratoria de métodos mixtos sobre el aprendizaje autorregulado en la enseñanza del inglés en Colombia. Mediante encuestas y entrevistas, examinamos qué saben los docentes universitarios de inglés en Colombia sobre las pedagogías de enseñanza de idiomas que promueven el aprendizaje autorregulado y cómo su enseñanza influye en su desarrollo. Encontramos que, aunque la mayoría de los participantes tienen una comprensión general del aprendizaje autorregulado, desconocen sus especificidades y no lo promueven explícitamente; sin embargo, abordan aspectos relacionados, como las estrategias de aprendizaje y la motivación. Concluimos que la promoción del aprendizaje autorregulado es asistemática y no se considera una necesidad de aprendizaje, pues el enfoque se centra en el dominio del idioma. Sugerimos alternativas educativas para un aprendizaje autorregulado y exitoso.
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Copyright (c) 2026 Jackeline Bravo & Estela Ene
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