Self-Regulated Learning and Epistemological Belief as Determining Factors of Success in English Learning

This study explores the relationship between Self-Regulated Learning (SRL), epistemological beliefs, and English language proficiency. SRL influences learning strategies such as time management, motivation, and academic monitoring, while epistemological beliefs shape learners' understanding of knowledge and learning processes. The research involved 246 Indonesian university students, using questionnaires to assess their learning approaches. Analysis revealed that students with strong self-regulation exhibited better English proficiency, particularly in comprehension and production. Those who viewed knowledge as complex adopted more effective learning strategies, further improving their language skills. Multivariate analysis confirmed SRL’s positive impact on English proficiency and epistemological beliefs’ role in shaping learning perspectives. These findings emphasize the importance of fostering SRL and epistemological awareness in education. By implementing strategies that support self-regulated learning, educators can enhance students’ language acquisition and overall academic success, contributing to more effective learning methods in academic environments.