View in EDS

Self-Regulated Learning in English Language Instruction at Colombian Universities: Teachers' Perspectives

Saved in:
Bibliographic Details
Title: Self-Regulated Learning in English Language Instruction at Colombian Universities: Teachers' Perspectives
Language: English
Authors: Jackeline Bravo (ORCID 0009-0005-0843-4203), Estela Ene (ORCID 0000-0002-4037-1100)
Source: PROFILE: Issues in Teachers' Professional Development. 2026 28(1):193-212.
Availability: Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Language Teachers, English (Second Language), Second Language Instruction, Universities, Independent Study, Teaching Methods, Teacher Attitudes, Educational Practices
Geographic Terms: Colombia
ISSN: 1657-0790
2256-5760
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501580
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1501580
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1501580
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Self-Regulated Learning in English Language Instruction at Colombian Universities: Teachers' Perspectives
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jackeline+Bravo%22">Jackeline Bravo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-0843-4203">0009-0005-0843-4203</externalLink>)<br /><searchLink fieldCode="AR" term="%22Estela+Ene%22">Estela Ene</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4037-1100">0000-0002-4037-1100</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22PROFILE%3A+Issues+in+Teachers'+Professional+Development%22"><i>PROFILE: Issues in Teachers' Professional Development</i></searchLink>. 2026 28(1):193-212.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Colombia%22">Colombia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1657-0790<br />2256-5760
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1501580
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501580
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 193
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Colombia
        Type: general
    Titles:
      – TitleFull: Self-Regulated Learning in English Language Instruction at Colombian Universities: Teachers' Perspectives
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jackeline Bravo
      – PersonEntity:
          Name:
            NameFull: Estela Ene
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1657-0790
            – Type: issn-electronic
              Value: 2256-5760
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: PROFILE: Issues in Teachers' Professional Development
              Type: main
ResultId 1