EXPLORING THE LIVED EXPERIENCES OF SELF-REGULATED ENGLISH LEARNERS IN A COMMUNITY LEARNING HUB

Abstract

This study aims to determine the extent to which these interactive methods enhance students' self-regulated learning abilities and contribute to their overall language acquisition in a collaborative setting. this study followed (Johnson and Christensen, 2004) qualitative and descriptive methods to enable a deep exploration of the research participants. Based on the findings regarding the implementation of Self-Regulated Learning (SRL) in vocabulary and speaking lessons, several key points can be discussed. First, the observation data confirms that the teacher followed the proper phases of the SRL cycle as proposed by Zimmerman (2002). During the self-introduction and vocabulary sessions, the teacher did not merely deliver content; instead, he guided students through the "forethought" phase by using brainstorming to help them set their learning goals. Furthermore, the teacher utilized Socratic questioning to encourage students to reflect on their own performance. This approach aligns with Zimmerman’s (2000) theory, which suggests that self-regulation occurs when learners transform their mental abilities into academic skills through a proactive cycle of planning, performing, and reflecting