self-assessment skills essential for academic success. Objective was to diagnose the level of self-

regulation in learning English as a foreign language in students of Upper Basic in a Fiscomisional School

of Manta. The methodology was a qualitative-quantitative research using the inductive-deductive-

analytical and synthetic methods, to collect the data, interviews were conducted with 5 teachers who

teach the English subject, and a structured survey was applied to 39 students of Higher Basic Education.

Among the most relevant results, it was possible to establish that students plan their time studying the

language, seek help and additional resources when they encounter difficulties, and are motivated by

setting clear goals. However, it is worrying to observe that a considerable group of students do not

dedicate time to autonomous learning, which poses a challenge for teachers, who must consider the

different learning styles of each student. Concluding that self-regulation in English language learning

La autorregulación se refiere a la capacidad de los estudiantes para gestionar de manera autónoma su

propio proceso de aprendizaje, implica establecer metas, monitorear el progreso y regular el esfuerzo de

manera consciente, lo que promueve habilidades metacognitivas y de autoevaluación esenciales para el

adicionales cuando encuentran dificultades, y se motivan estableciendo metas claras. Sin embargo, es

preocupante observar que un grupo considerable de estudiantes no dedica tiempo al aprendizaje

autónomo, esto plantea un desafío para los docentes, quienes deben considerar los diferentes estilos de

aprendizaje de cada estudiante. Concluyendo que, la autorregulación en el aprendizaje del idioma inglés

desempeña un papel fundamental en el desarrollo de habilidades lingüísticas efectivas.

habilidades lingüísticas

Over time, education has undergone transformations parallel to human development. The very concept

of education has undergone significant alterations over the years, when we go back to the era of

conventional education and compare it with the present, there is evidence of a substantial change in the

educational paradigm, in past times, the student played a passive role, acting as a receiver of knowledge,

while obediently waiting to be instructed. (Peña, 2019)(Calderon, 2018)

In contemporaneity, it is aspired that students adopt a more active role, being participatory, autonomous

and reflective, contributing both to the educational environment and to their own personal development,

this approach seeks to promote the cognitive, formative, volitional, and attitudinal development of

students, such is the advent of the virtual world has played a fundamental role in the systematization of

this educational process, Currently, the appropriate use of technology has made it possible to implement

occasions, English is the only tool available for the introduction of new concepts in fields of knowledge

and research. (Cornejo Carrasco, 2020)

Likewise, (Ordoñez Procel, Poma Tacuri, López López, & Correa Criollo, 2023), they consider that it

is essential that children and young people acquire the necessary skills to be citizens and productive

workers, capable of actively participating in society, however, there is a significant crisis in the

educational field, where one of the main causes, in most education systems, is the lack of understanding

about the learning processes of students. In this context, both the United Nations Educational, Scientific

and Cultural Organization (UNESCO) (1997) and the International Institute for Higher Education in

Latin America and the Caribbean (IESALC) (2020) propose a comprehensive vision of education, this

vision implies guaranteeing the quality and relevance of education, as well as promoting lifelong

1. Do students plan their time to study the English language?

2. How are students motivated to learn the English language?

3. What methodologies do teachers use to teach self-regulation in English?

Given that research in the educational field has revealed that self-regulation has not been considered a

relevant action in the student learning process, it has been decided to continue researching and working

to promote its appropriate use by both teachers and students in the classroom, self-regulation has a

significant relevance in the educational context. since it implies disciplined self-learning, this is

reflected in the need for the student to establish clear objectives to improve their ability to learn and thus

This cycle is based on three main schools of thought: research focused on learning styles, research

focused on metacognition and regulation of styles, and theories of the self, which include the direction

of behavioral goals, the implementation of this model was designed considering the different learning

modalities of students and the quality of their self-regulation process, This approach encompasses a

variety of concepts that contribute to the development of the construct of self-regulation, since its

analysis favors the creation of meaningful self-regulation processes and strategies for effective learning.

This model, according to Zapico (2021), promotes self-reflection and guides the learning process of

students who want or have decided to change the perspective of depending exclusively on the teacher

and their resources, towards a formative approach that develops gradually, considering processes and

strategies of self-regulation that lead to the achievement of a final goal. Although it is It is widely

recognized that students are not born with the capacity for fully developed self-regulated learning, but

that this skill is acquired through perseverance and education from an early age.

directly related to the learning outcome (Zárate, 2018).

associated with the metacognitive processes that guide self-learning (Piñeros Borges & Villareal Arteta,

in this process, teachers collaborate in the development of students' capacities and skills, which allows

them to build new knowledge effectively (Choez-Menoscal, Stagg, & Morocho-Mazón, 2020).

When addressing self-regulated learning in the context of English as a foreign language, it is crucial to

highlight the fundamental role of motivation. In this educational environment, motivation becomes a

determining factor, since not all students show a significant interest in learning the language. Two types

of motivation are distinguished: intrinsic, characterized by a genuine desire to acquire new knowledge,

and extrinsic, where the student seeks personal gratification external to the learning process (Flores

Huaman & Campana Concha, 2022).

As López et, al (2023) mentions, Previously the planning of learning objectives must be closely related

to the content of the language, as well as to the individual learning styles and strategies of each student.

Therefore, Gutierrez et, al (2022), to start the training process, it is essential that the student carries out

a self-assessment to identify personal aspects that may influence success or learning difficulties, such

following table, which constitutes an adaptation that bases and contributes ideas to the model mentioned

above.

student as someone who actively participates, both at a metacognitive, motivational and behavioral

level, in their own learning process. For Ortíz (2023), this student individually initiates and directs his

or her efforts to acquire new knowledge and skills, without relying exclusively on teachers, parents, or

other instructional agents.

The objective of this study is to diagnose the level of self-regulation in learning English as a foreign

language in students of Upper Basic in a School of Manta. In terms of methodology, a qualitative-

quantitative research was carried out using the inductive-deductive-analytical and synthetic methods,

these methods allowed exploring the strategies of self-regulation of English language learning in

students of Higher Basic Education. The study population corresponds to 145 people, including high

confidentiality and anonymity of the data were also guaranteed through the assignment of alphanumeric

identifiers.

the Upper Basic School.

professional growth (Primicias, 2023). English stands out as one of the most widely spoken and used

languages globally, behind this vast and complex process of teaching English as a foreign language,

there are highly trained professionals committed to opening the doors of communication and

opportunities to those who seek to master this language. The teachers were questioned about How did

Education with an emphasis on foreign languages."

pedagogical methods and approaches are constantly reviewed and adapted ( Unión Europea, 2018). In

this sense, the teachers were questioned about: What is your main focus in teaching English?

key component of effective learning (Rondón Franco, 2023).

Research on self-regulation in English language learning in Upper Basic students has yielded significant

results that highlight the relevance of empowering students to assume an active role in their educational

process, evidencing that autonomy in learning and the ability to reflect on the self-sufficiency study

strategies are fundamental pillars for the integral development of students. By integrating self-

regulation in the classroom, it not only contributes to English language proficiency, but also promotes

the acquisition of metacognitive and self-assessment skills, which are essential for academic and

personal success throughout life, in addition, it has been shown that the implementation of self-

regulation strategies not only improves the quality of students' work, but also strengthens their self-

can exchange ideas, solve problems, and practice the English language in a meaningful context.

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