Strategies to Strengthen Self-Regulation in EFL Primary School Classrooms
Palabras clave:
self-regulated learning, primary education, pedagogical strategies, english as a foreign language, metacognition
Resumen
This article presents a systematic review of research published between 2021 and 2025 on pedagogical strategies to strengthen Self-Regulated Learning (SRL) in primary education, with implications for English as a Foreign Language (EFL) classrooms. The PRISMA protocol guided identification, screening, and eligibility assessment across multiple academic databases. After screening, 28 studies were included. Findings were synthesized into five categories: (1) gamification and virtual learning environments, (2) explicit instruction and mnemonic supports, (3) process-oriented writing and monitoring, (4) differentiated motivational strategies, and (5) modeling and thinking-aloud practices. Overall, the evidence suggests that SRL is strengthened when classroom tasks include clear goals, scaffolded routines, opportunities for monitoring and formative feedback, and supports for students’ emotional engagement and persistence. Practical implications are discussed for primary teachers and for adapting the strategies to EFL learning contexts.
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Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. https://doi.org/10.1080/00461520.2013.794676
Baumeister, R. F. (2018). Self-regulation and self-control. Routledge. https://doi.org/10.4324/9781315175775
Becerra Moncada, M., & Fernández Guayana, T. G. (2023). Prácticas educativas que favorecen la formación en autorregulación en estudiantes en Colombia. Revista de Investigación Educativa – Uniminuto, 42(1), 65–83. https://www.redalyc.org/journal/6882/688278763010/html/
Bruner, J. S. (1996). The culture of education. Harvard University Press.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press.
Denham, S. A., Bassett, H. H., Mincic, M., Kalb, S., Way, E., Wyatt, T., & Segal, Y. (2012). Social-emotional learning profiles of preschoolers’ early school success: A person-centered approach. Learning and Individual Differences, 22, 178–189. https://doi.org/10.1016/j.lindif.2011.05.001
Dignath, C., & Veenman, M. V. J. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning: Evidence from classroom observation studies. Educational Psychology Review, 33, 489–533. https://doi.org/10.1007/s10648-020-09534-0
Erikson, E. H. (1959). Identity and the life cycle. International Universities Press.
Flick, U. (2018). An introduction to qualitative research (6th ed.). SAGE Publications.
González-Rey, F., & Mitjáns Martínez, A. (2016). Una epistemología para el estudio de la subjetividad: Sus implicaciones metodológicas. Psicoperspectivas, 15(1). http://dx.doi.org/10.5027/psicoperspectivas-Vol15-Issue1-fulltext-667
Ministerio de Educación Nacional. (2004). Programa Nacional de Bilingüismo 2004–2019: Documento de socialización. http://www.mineducacion.gov.co/1621/articles132560_recurso_pdf_programa_nacional_bilinguismo.pdf
Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés (Guía No. 22). Ministerio de Educación Nacional de Colombia. https://www.mineducacion.gov.co/portal/men/Publicaciones/Guias/115174%3AGuia-No-22-Estandares-Basicos-de-Competencias-en-Lenguas-Extranjeras-Ingles
Ministerio de Educación Nacional. (2016). Estándares básicos de competencias. Ministerio de Educación Nacional de Colombia. https://www.mineducacion.gov.co/1780/articles-116042_archivo_pdf.pdf
Ministerio de Educación Nacional. (2023). Informe de gestión 2022. Ministerio de Educación Nacional de Colombia. https://siteal.iiep.unesco.org/sites/default/files/sit_accion_files/informe_de_gestion_2022_ministerio_de_educacion.pdf
OECD. (2020). Curriculum overload: A way forward. OECD Publishing. https://doi.org/10.1787/3081ceca-en
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Piaget, J. (2001). The psychology of intelligence. Routledge. (Original work published 1947)
Polit, D. F., & Beck, C. T. (2013). Essentials of nursing research: Appraising evidence for nursing practice (8th ed.). Lippincott Williams & Wilkins.
República de Colombia. (1994). Ley 115 de 1994 (Ley General de Educación). https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=292
Restrepo, D., & Álvarez, J. (2022). Funciones ejecutivas y autorregulación en la escuela primaria. Revista Estudios y Perspectivas, 12(2), 45–60. https://estudiosyperspectivas.org/index.php/EstudiosyPerspectivas/article/view/686
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). SAGE Publications.
UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000247444
Valenzuela, C., & Ramírez, F. (2021). Autorregulación y aprendizaje autónomo en la escuela primaria. Revista Iberoamericana de Educación, 85(1), 65–82. https://dialnet.unirioja.es/servlet/articulo?codigo=9709761
Vygotsky, L. S. (1979). El desarrollo de los procesos psicológicos superiores. Grijalbo.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. https://doi.org/10.1080/00461520.2013.794676
Publicado
2026-05-18
Cómo citar
Marín Gutiérrez , M. J., & Rodríguez Granados, I. J. (2026). Strategies to Strengthen Self-Regulation in EFL Primary School Classrooms. Ciencia Latina Revista Científica Multidisciplinar, 10(2), 8297-8316. https://doi.org/10.37811/cl_rcm.v10i2.23818
Número
Sección
Ciencias de la Educación
Derechos de autor 2026 María José Marín Gutiérrez , Ingrid Johanna Rodríguez Granados
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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