Profiling and Behaviorally Enacting Pre-Service Teachers’ Academic Self-Regulated Learning in TEYL Contexts

Abstrak

Academic self-regulated learning (SRL) plays an important role in developing students’ agency, autonomy, and strategic learning in higher education. However, research on SRL among pre-service teachers in the Teaching English to Young Learners (TEYL) context remains limited, particularly regarding how regulatory processes are behaviorally enacted in learning practices. Therefore, the present study aimed to examine the level of Academic Self-Regulated Learning (SRL) among TEYL pre-service teachers and to explore how these regulatory processes were implemented in practice. An explanatory sequential mixed methods design was employed. Quantitative data were first collected through the Academic Self-Regulated Learning Scale, followed by qualitative interviews to further explore the strategic behaviors underlying students’ self-regulation. The findings revealed that the participants demonstrated high levels of SRL across all subprocesses, with particularly strong engagement in the performance phase. The study also showed that SRL was socially distributed and digitally scaffolded, as students frequently relied on peer collaboration, lecturer support, and AI-assisted learning tools to regulate their learning. In contrast, reflective practices tended to occur reactively after assessments rather than continuously throughout the learning process. This study contributes to the literature by integrating quantitative SRL measurement with qualitative behavioral enactment in teacher education contexts and highlights the importance of integrating structured SRL practices into teacher education programs.