Exploring EFL Instructors’ Self-Efficacy in Implementing Self-Regulation Strategies

The objective of this study was to investigate the self-efficacy of EFL teachers to self-regulate language learners. This study was conducted with 90 Iranian EFL teachers, including both males and females at the Iran University of Science and Technology. In this study teacher self-efficacy scale to implement self-regulated learning was administered in both paper and online formats to the participants of the study. Descriptive statistics were the main statistical analyses computing the most frequent responses to the items and categories of the questionnaire. The results of the data analysis revealed that teachers were found to be familiar with and reported to be moderately to certainly capable of implementing self-regulation learning strategies.