Students’ perceptions of their autonomous work performance: a qualitative study on self- regulation in language learning.

Abstract

This qualitative study explores how undergraduate students from the Pedagogy of National and Foreign Languages program at University Estatal Peninsula de Santa Elena (UPSE) perceive their autonomous work performance in English language learning. Despite the growing emphasis on learner autonomy and self-regulated learning in modern language education, many students continue to struggle with managing their independent study effectively. Through semi- structured, one-on-one interviews with five students from the university´s Language Center (CDI), this research examines the self-regulation strategies they employ, the challenges they face, and their perceived advantages and disadvantages in developing academic self-efficacy outside the classroom. Findings reveal that students predominantly use digital tools (Duolingo, YouTube, podcasts) and authentic materials (movies and music) to enhance vocabulary and listening skills, favor short but consistent daily practice, and highly value conversation as the most effective learning technique. However, they also report significant obstacles such as environmental distractions, lack of immediate feedback, and fear of speaking due to anxiety about making mistakes. The study underscores the importance of understanding students´ subjective experiences to design more supportive, context-sensitive pedagogical interventions that foster genuine autonomy and self-efficacy in language learning.