Empowering Pre-Service English Language Teachers: The Impact of Scenario-Based SRL Training on Self-Regulated Learning and Teaching Self-Efficacy

Abstract

This study examines the impact of scenario-based self-regulated learning (SRL) training on the SRL and teaching self-efficacy of pre-service English language teachers. Utilizing a quasi-experimental design, 48 participants were divided into experimental and control groups, with the experimental group receiving SRL-focused interventions through scenario-based exercises, peer collaboration, and reflective practices. Findings revealed significant post-intervention improvements in SRL and self-efficacy, particularly in instructional strategies, classroom management, and student engagement. Large effect sizes and robust post-hoc power analyses affirm the effectiveness of the intervention. While the study demonstrates the transformative potential of scenario-based SRL training, further longitudinal research with larger and more diverse samples is recommended to ensure the generalizability and sustainability of results. This research offers a replicable framework for integrating SRL into teacher education, equipping pre-service teachers with essential skills to foster autonomous learning and improve educational outcomes.

Keywords

• teacher professional development
• reflective teaching practices
• student-centered learning
• EFL teacher education
• educational psychology
• K-12 school contexts

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