1989. [1957] SECONDARY SCHOOL TURKISH EFL TEACHERS’ BELIEFS IN SELF-REGULATED LEARNING

Abstract

Self-regulated learning (SRL) which has long been valued as an effective approach in English as a Foreign Language (EFL) is a broad term comprising both cognitive and affective components and concerning the notion of the learner-centred way of teaching. The allocation of resources towards the implementation of SRL is crucial in order to equip students with the necessary skills to cultivate a lifelong learning mindset, enabling them to effectively navigate the complexities of the 21st century and successfully address the multifaceted demands of both real-world scenarios and professional environments. Teachers play a crucial role as key stakeholders in facilitating students' learning process. It is imperative for them to recognize their influential position in fostering and cultivating SRL inside their classrooms. It is vital to comprehend the perspectives held by EFL educators in this regard. The study conducted for this aim is a descriptive research built within the survey model. The study comprised a total of 170 EFL teachers who were employed at secondary schools located in Elazığ. The findings of the research indicated that EFL instructors perceived SRL as a significant and indispensable factor for achieving academic excellence. In addition, the participants acknowledged the significant impact of the educational setting on the facilitation and cultivation of self-regulated learning. EFL instructors also acknowledged the favorable influence of collaboration on students' SRL abilities. One of the primary findings of this study is to the positive opinions held by Turkish English instructors towards SRL. Nevertheless, many educators exhibit doubt over the feasibility of incorporating SRL into secondary educational institutions, raising apprehensions about the capabilities of students. After conducting an analysis of the study's findings in relation to the demographic characteristics of the participants, it was determined that variables such as teachers' age, teaching experience, and undergraduate educational field did not demonstrate any statistically significant predictive ability with regards to their beliefs in SRL. However, a notable distinction was observed in terms of the gender variable, indicating that female participants tend to possess a higher perception of SRL. The results of this study are anticipated to provide a contribution to the current corpus of knowledge in this particular academic domain.