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Journals / Journal of Language Research / 2026 / Cilt: 9 Sayı: 1

Empowering Pre-Service English Language Teachers: The Impact of Scenario-Based SRL Training on Self-Regulated Learning and Teaching Self-Efficacy

Muhammed Özgür Yaşar(ESKISEHIR OSMANGAZI UNIVERSITY)0000-0002-7167-2192
Pages
154–179
Publication Date
2025-06-29
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings revealed significant post-intervention improvements in SRL and self-efficacy, particularly in instructional strategies, classroom management, and student engagement.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines the impact of scenario-based self-regulated learning (SRL) training on the SRL and teaching self-efficacy of pre-service English language teachers.
📊
Key Findings & Data:Utilizing a quasi-experimental design, 48 participants were divided into experimental and control groups, with the experimental group receiving SRL-focused interventions through scenario-based exercises, peer collaboration, and reflective practices.
💡
Conclusion & Impact:Findings revealed significant post-intervention improvements in SRL and self-efficacy, particularly in instructional strategies, classroom management, and student engagement.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:teacher professional development · reflective teaching practices · student-centered learning

Abstract

This study examines the impact of scenario-based self-regulated learning (SRL) training on the SRL and teaching self-efficacy of pre-service English language teachers. Utilizing a quasi-experimental design, 48 participants were divided into experimental and control groups, with the experimental group receiving SRL-focused interventions through scenario-based exercises, peer collaboration, and reflective practices. Findings revealed significant post-intervention improvements in SRL and self-efficacy, particularly in instructional strategies, classroom management, and student engagement. Large effect sizes and robust post-hoc power analyses affirm the effectiveness of the intervention. While the study demonstrates the transformative potential of scenario-based SRL training, further longitudinal research with larger and more diverse samples is recommended to ensure the generalizability and sustainability of results. This research offers a replicable framework for integrating SRL into teacher education, equipping pre-service teachers with essential skills to foster autonomous learning and improve educational outcomes.

Özet

This study examines the impact of scenario-based self-regulated learning (SRL) training on the SRL and teaching self-efficacy of pre-service English language teachers. Utilizing a quasi-experimental design, 48 participants were divided into experimental and control groups, with the experimental group receiving SRL-focused interventions through scenario-based exercises, peer collaboration, and reflective practices. Findings revealed significant post-intervention improvements in SRL and self-efficacy, particularly in instructional strategies, classroom management, and student engagement. Large effect sizes and robust post-hoc power analyses affirm the effectiveness of the intervention. While the study demonstrates the transformative potential of scenario-based SRL training, further longitudinal research with larger and more diverse samples is recommended to ensure the generalizability and sustainability of results. This research offers a replicable framework for integrating SRL into teacher education, equipping pre-service teachers with essential skills to foster autonomous learning and improve educational outcomes.

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Cite This Article

Yaşar, M. Ö. (2025). Empowering Pre-Service English Language Teachers: The Impact of Scenario-Based SRL Training on Self-Regulated Learning and Teaching Self-Efficacy. Journal of Language Research, Cilt: 9 Sayı: 1, 154–179. https://doi.org/10.51726/jlr.1663142

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