Abstract

This study reports on the use of self-regulated learning (SRL) strategies by English as a Foreign Language (EFL) student teachers in managing English clubs. It explores how 65 student teachers apply SRL as both learners and instructors, focusing on key SRL components, strategies, and challenges. Data were collected through group and individual open-ended surveys at the conclusion of a 15-week project and were thematically analysed using MAXQDA software. This study examined student teachers’ perceptions of SRL, identifying key components such as independent learning, personal interests, time management, problem solving, and confidence. Independent learning was seen as the most important, emphasising autonomy and self-motivation, while personal interests were recognised for boosting engagement. Time management and problem solving were crucial for balancing tasks and overcoming challenges, with confidence growing over time. The study also highlighted three main SRL strategies: using technology, fostering collaborative learning, and conducting needs analysis to adapt instruction. Challenges included scheduling conflicts, low confidence, leadership difficulties, and cultural barriers.