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All Journal Journal of Education and Learning (EduLearn) Jurnal Celtic Englisia Journal JINOP (Jurnal Inovasi Pembelajaran) Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of Foreign Language Teaching and Learning Resona : Jurnal Ilmiah Pengabdian Masyarakat Langkawi: Journal of The Association for Arabic and English Pioneer: Journal of Language and Literature Journal of Community Service and Empowerment Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Studies in English Language and Education SEVA
Nina Inayati
Universitas Muhammadiyah Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : Studies in English Language and Education

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Indonesian teachers practices of supporting self-regulated learning in the ESP grammar Inayati, Nina; Asih, Ria
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.37419

Abstract

Despite the rich literature on learners self-regulated learning (SRL), limited studies were conducted on teachers support for learners autonomy in language learning, especially in grammar instruction in teaching English for specific purposes (ESP). Framed using Zimmerman and Campillos (2003) SRL framework, this study explores English teachers support to learners cyclical and triadic phases during grammar courses. Two ESP instructors were purposely chosen as the focus of the study, and rich data were collected through observation, interview, and document analysis. Reflexive thematic analysis (RTA) was employed to analyse the data. The findings suggest that despite autonomy and SRL not being prioritised in the curriculum, the teachers showed extensive support for students SRL through instructional designs and classroom practices. One teacher preferred to focus more on motivation raising with ample environmental support, while the other emphasised observation of learning with rich behavioural support. Both teachers also employed gamified learning via digital platforms to support students' learning beyond the classroom. They also tend to lean more toward the cyclical phases than the triadic phases in their support for SRL. These findings shed some light on the urgently needed understanding of language teachers cognition and practices in supporting learners SRL; thus, relevant pedagogical and research implications were offered.
Co-Authors Alimin Adi Waloyo Alimin Adi Waloyo Andalas, Eggy Fajar Arina Restian Arti Prihatini Asih, Ria Berliana Nurmustika Utami Bramy Biantoro Dwi Mawan Karifianto Ega Septiani Erlyna Abidasari Firdaus, Ahmad Yusuf Hari Windu Asrini I. Ibrahim Jarum, Jarum Karifianto, Dwi Mawan Kharisma Naidi W.S. Kharisma Naidi Warnandha Sabgini Laela Hikmah Nurbatra Lailiyah, Sufil Mery Eka Wahyuni Nosa Setia Budi Rachyani Ayulis Rachmadhani Rahmawati Khadijah Maro Rusdhianti Wuryaningrum Sary Eka Wahyuni Septiani, Ega Suparto Suparto