<![CDATA[Undergoing anxiety in second language learning is inevitable for EFL students, especially during a test. Therefore, self-regulated learning is necessary to help mitigate test anxiety. To date, only a handful of studies have examined the importance of self-regulated learning in managing test anxiety among students learning English as a foreign language, especially in the Indonesian context. Using the explanatory sequential method with 52 participants, this study investigated how EFL microteaching students’ self-regulated learning assisted them in mitigating test anxiety. Both quantitative and qualitative data were collected through a questionnaire and a semi-structured interview. The questionnaire findings showed that the students had a moderate level of test anxiety and a high level of self-regulated learning ability. Moreover, the interview results indicated that most students agreed that self-regulated learning including planning, monitoring, and evaluating, helped reduce their test anxiety. It helped them feel more prepared, confident, secure, and less anxious, and even develop a backup plan. This research offers implications for students and educators to implement self-regulated learning in the teaching and learning process, particularly in anticipating test anxiety. This study also encourages further researchers to conduct similar research on the same topic using different methods.]]>
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