<![CDATA[This paper explores the framework of self-regulated learning (SRL) by examining its primary psychological foundations, including social cognitive and self-efficacy theories, to emphasize that successful learning requires both the "skill" of strategy use and the "will" of internal motivation. Moving beyond traditional, individualistic views of SRL, it is argued that SRL is a socially situated practice deeply mediated by classroom environment and language choices. In highly cognitively demanding English-Medium-Instruction (EMI) law programs, students face an intense cognitive load that requires exceptional learner agency. This conceptual paper demonstrates that translanguaging, the strategic, fluid use of multiple languages, serves as a vital pedagogical and cognitive scaffold to support student understanding. Ultimately, the analysis connects SRL to translanguaging research in EMI contexts, proposing a novel conceptual framework to show how lecturers' linguistic choices directly shape how students monitor, evaluate, and adapt their learning in complex professional disciplines.]]>
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