Abstract
This study explores self-regulated learning (SRL) behaviors among 102 EFL learners in Ho Chi Minh City. Four SRL dimensions—planning, monitoring, strategy use, and reflection—were examined through a structured questionnaire. Data analyzed with SPSS revealed generally high SRL levels, with strategy use and monitoring being the most prominent, while planning and reflection were less developed. No significant differences were found across gender, academic attainment, or major. The findings recommend integrating goal-setting, strategy training, and reflective activities to enhance learners’ autonomy and self-directed English learning.
Keywords: EFL learners, learners’ autonomy, self-directed English learning, self-regulated learning.