<![CDATA[Self-Regulated Learning (SRL) is a key principle of Curriculum Merdeka that promotes students' autonomy and responsibility for learning. However, limited research has explored how English teachers support SRL through their classroom roles in Indonesian EFL contexts. Therefore, this study aimed to identify the roles of English teachers in supporting students' Self-Regulated Learning and examine how these roles were enacted in classroom practices. This study employed a qualitative case study involving five English teachers at SMPN 6 Mataram selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using thematic analysis based on Miles and Huberman's interactive model. The findings revealed that teachers supported SRL by acting as planners, facilitators, monitors, and providers of learning support across Zimmerman's three SRL phases. Teacher support was most evident during the forethought and performance phases through practices such as communicating learning objectives, providing scaffolding, monitoring students' understanding, and delivering formative feedback. However, reflective practices and follow-up learning support remained limited. The study concludes that while teachers have played important roles in supporting SRL under Curriculum Merdeka, greater emphasis on the self-reflection phase is needed to foster students' long-term self-regulation.]]>
