TY  - JOUR
T1  - Empowering Pre-Service English Language Teachers: The Impact of Scenario-Based SRL Training on Self-Regulated Learning and Teaching Self-Efficacy
TT  - Empowering Pre-Service English Language Teachers: The Impact of Scenario-Based SRL Training on Self-Regulated Learning and Teaching Self-Efficacy
AU  - Yaşar, Muhammed Özgür
PY  - 2025
DA  - June
Y2  - 2025
DO  - 10.51726/jlr.1663142
JF  - Journal of Language Research
JO  - JLR
PB  - Emrah EKMEKÇİ
WT  - DergiPark
SN  - 2602-4578
SP  - 154
EP  - 179
VL  - 9
IS  - 1
LA  - en
AB  - 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.
KW  - teacher professional development
KW  - reflective teaching practices
KW  - student-centered learning
KW  - EFL teacher education
KW  - educational psychology
KW  - K-12 school contexts
N2  - 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.
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UR  - https://doi.org/10.51726/jlr.1663142
L1  - https://dergipark.org.tr/tr/download/article-file/4714261
ER  -