A descriptive study of self-regulated learning strategies among EFL learners in Ho Chi Minh City

Abstract

This study explores self-regulated learning (SRL) behaviors among 102 EFL learners in Ho Chi Minh City. Four SRL dimensions—planning, monitoring, strategy use, and refl ection—were examined through a structured questionnaire. Data analyzed with SPSS revealed generally high SRL levels, with strategy use and monitoring being the most prominent, while planning and refl ection were less developed. No signifi cant diff erences were found across gender, academic attainment, or major. The fi ndings recommend integrating goal-setting, strategy training, and refl ective activities to enhance learners' autonomy and self-directed English learning.