Özet:

Despite the availability of resources and efforts, English as a foreign language (EFL) learners and EFL teachers face challenges in achieving proficiency in the target language in Turkey. Self-regulation, a cognitive and motivational trait, is crucial in foreign language learning. Self-regulated learning (SRL) focuses on learners taking responsibility for their entire learning process, enabling them to engage in metacognitive processes. It has gained significant attention in recent years due to the rise of autonomous learning practices and the importance of management skills in EFL education. Teachers can enhance their awareness and oversight of their students' progress towards their objectives through the use of metacognitive skills. SRL has gained significant attention in recent years due to the rise of autonomous learning practices and the importance of management skills in EFL education. However, there is a lack of focus on teachers' self-efficacy levels in adopting SRL in language education. This research aimed to investigate if Turkish EFL teachers actively encourage SRL in their instruction, focusing on their roles in implementing SRL theory. The study provided its findings on self-efficacy levels of Turkish EFL teachers in implementing SRL in EFL and engage in a comprehensive discussion.

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