The Promotion of Self-Regulated Learning in English Instruction at Colombian Universities

Abstract

One of the main educational discourses in the era of globalization is lifelong learning. Self-regulated learning and learner autonomy are considered to be cornerstones of lifelong learning and are currently topics of main discussion and interest in the teaching of English to speakers of other languages in Colombia and other countries around the world. Although previous research has suggested different teaching alternatives to promote self-regulated learning (SRL) in English instruction in Colombia, what actually happens in the classroom and its impact on the development of SRL have received little attention. This study aimed to identify what Colombian university English instructors know about language teaching methods, approaches, principles, and strategies to promote SRL and to understand to what extent their teaching practices help to promote SRL. Using a survey questionnaire and in-depth interviews, this study was developed based on a mixed-methods approach to understand how the processes involved in SRL, as proposed by Zimmerman (2002), are promoted implicitly or explicitly in the university English classroom. Consistently, most university English instructors are not familiar with the construct of SRL, and their teaching practices mainly focus on teaching, evaluating, and giving feedback on language use and task completion, but not on the processes involved in SRL. Nevertheless, SRL-related aspects, such as learner motivation and the learning of strategies, are part of some instructors' teaching agendas. It is suggested, among others, that university English course programs should incorporate SRL education initiatives such as pre-academic courses on SRL, as well as on how successful language learning takes place. This is to help learners be more prepared for successful and lifelong learning, not only in the English classroom, but beyond.