Unveiling the Nexus between Teachers' Beliefs, Student Self-Regulatory Efficacy, and Classroom Practice of Self-Regulated Learning

Abstract

This paper examines the role of EFL teachers in fostering self-regulated learning through the lens of the interaction between teachers’ beliefs and practices. The general objective of the study is to explore the influence of EFL teachers' beliefs, practices, and support on students' self-regulated learning and autonomy in an educational setting. The study adopted a sequential explanatory mixed method research design that involved the administration of a questionnaire (N=75 for students) and (N=14 for teachers) and a focused group discussion (N=10 for students) and (N=5 for teachers). The participants of the study were grade eleven students and teachers at DejazmachWondrad preparatory school. The quantitative findings indicated that there is a disparity between teachers’ beliefs and their classroom implementations of SRL. Hence, the teachers had strong belief about SRL to some extent, but they hardly implement it in their classrooms. The findings also showed that there were significant disparities in students’ perceptions of classroom experiences as either supportive or structured. As asserted by scholars, the acquisition of self-regulated learning skills is paramount for students to achieve success in their academics. Therefore, it is recommended that educators actively promote and cultivate self-regulated learning among their students. Furthermore, equally crucial is the task of increasing students' awareness about the significant role that self-regulated learning plays in their overall academic growth and attainment of objectives.