Analyzing the Role of Self-Regulation and Gender in English Language Learning and Its Implications for the Development of Teachers’ Pedagogical Content Knowledge (PCK)

This study examines the role of self-regulation in English language learning among Iranian university students, with attention to gender-based differences, and identifies the practical implications of the findings for enhancing the professional knowledge of teachers in planning and delivering effective English instruction. The research was conducted using a descriptive and analytical design, and data were collected from English language learners at several universities through standardized questionnaires measuring learning strategies related to self-regulation and motivation toward English language learning. Statistical analysis demonstrated a significant and positive association between the level of self-regulation and academic achievement in English courses. Female students showed higher use of structured strategies such as planned time management, self-monitoring of learning progress, and systematic feedback utilization, while male students demonstrated greater reliance on practical learning through direct practice and trial-based strategies. Based on these findings, the study indicates that teachers who understand such learner differences can make more informed instructional decisions, including adapting classroom activities, selecting teaching strategies, designing performance tasks, and providing feedback aligned with learners’ needs. The results further emphasize the necessity of strengthening professional development programs for English teachers so that they can incorporate knowledge of learner characteristics into planning and improve instructional effectiveness and student learning outcomes.

کلیدواژه ها:

Self-regulated learning ، Gender ، English language learning ، Pedagogical Content Knowledge (PCK) ، Teacher education