SELF-REGULATED LEARNING SKILLS OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS
DOI:
https://doi.org/10.46827/ejes.v10i2.4661Keywords:
self-regulated learning skills, self-regulation strategies, teacher education, pre-service English language teachers, English Language Teaching (ELT)Abstract
This study aimed to investigate the self-regulated learning skills of pre-service English language teachers in terms of gender and grade level. The sample of the study consisted of 223 pre-service English language teachers who study at a state university in Turkey. For data collection, the ‘Self-regulating Learning Skills Scale (SRLSS)’ was used. Data were analyzed quantitatively via SPSS by using descriptive statistics, independent samples t-test, and one-way between-groups ANOVA. Descriptive statistics indicated that pre-service English language teachers have a high level of self-regulated learning skills. In addition, the participants’ self-regulated learning skills differed based on gender, in favor of females. Moreover, a statistically significant difference was found only between second and third graders. The results were discussed regarding previous research and some pedagogical implications and suggestions were made. This research yields an important opportunity for further understanding of pre-service EFL teachers' SRL skills. This study aspires to be beneficial for English language teachers, teacher educators, and curriculum developers.
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