STRATEGIES TO STRENGTHEN
SELF-REGULATION IN EFL PRIMARY
SCHOOL CLASSROOMS
ESTRATEGIAS PARA FORTALECER LA
AUTORREGULACIÓN EN SALONES DE INGLÉS
EN ESCUELAS PRIMARIAS
María José Marín Gutiérrez
Universidad El Bosque, Colombia
Ingrid Johanna Rodríguez Granados
Universidad El Bosque, Colombia
pág. 8297
DOI: https://doi.org/10.37811/cl_rcm.v10i2.23818
Strategies to Strengthen Self-Regulation in EFL Primary School Classrooms
María José Marín Gutiérrez1
mmarina@unbosque.edu.co
https://orcid.org/0009-0005-1589-4136
Facultad de Educación
Universidad El Bosque
Bogotá, Colombia
Ingrid Johanna Rodríguez Granados
rodriguezingrid@unbosque.edu.co
https://orcid.org/0000-0001-8121-4008
Facultad de Educación
Universidad El Bosque
Bogotá, Colombia
ABSTRACT
This article presents a systematic review of research published between 2021 and 2025 on pedagogical
strategies to strengthen Self-Regulated Learning (SRL) in primary education, with implications for
English as a Foreign Language (EFL) classrooms. The PRISMA protocol guided identification,
screening, and eligibility assessment across multiple academic databases. After screening, 28 studies
were included. Findings were synthesized into five categories: (1) gamification and virtual learning
environments, (2) explicit instruction and mnemonic supports, (3) process-oriented writing and
monitoring, (4) differentiated motivational strategies, and (5) modeling and thinking-aloud practices.
Overall, the evidence suggests that SRL is strengthened when classroom tasks include clear goals,
scaffolded routines, opportunities for monitoring and formative feedback, and supports for students’
emotional engagement and persistence. Practical implications are discussed for primary teachers and
for adapting the strategies to EFL learning contexts.
Keywords: self-regulated learning, primary education, pedagogical strategies, english as a foreign
language, metacognition
1 Autor principal
Correspondencia: mmarina@unbosque.edu.co
DOI: https://doi.org/10.37811/cl_rcm.v10i2.23818
Strategies to Strengthen Self-Regulation in EFL Primary School Classrooms
María José Marín Gutiérrez1
mmarina@unbosque.edu.co
https://orcid.org/0009-0005-1589-4136
Facultad de Educación
Universidad El Bosque
Bogotá, Colombia
Ingrid Johanna Rodríguez Granados
rodriguezingrid@unbosque.edu.co
https://orcid.org/0000-0001-8121-4008
Facultad de Educación
Universidad El Bosque
Bogotá, Colombia
ABSTRACT
This article presents a systematic review of research published between 2021 and 2025 on pedagogical
strategies to strengthen Self-Regulated Learning (SRL) in primary education, with implications for
English as a Foreign Language (EFL) classrooms. The PRISMA protocol guided identification,
screening, and eligibility assessment across multiple academic databases. After screening, 28 studies
were included. Findings were synthesized into five categories: (1) gamification and virtual learning
environments, (2) explicit instruction and mnemonic supports, (3) process-oriented writing and
monitoring, (4) differentiated motivational strategies, and (5) modeling and thinking-aloud practices.
Overall, the evidence suggests that SRL is strengthened when classroom tasks include clear goals,
scaffolded routines, opportunities for monitoring and formative feedback, and supports for students’
emotional engagement and persistence. Practical implications are discussed for primary teachers and
for adapting the strategies to EFL learning contexts.
Keywords: self-regulated learning, primary education, pedagogical strategies, english as a foreign
language, metacognition
1 Autor principal
Correspondencia: mmarina@unbosque.edu.co
pág. 8298
Estrategias para Fortalecer la Autorregulación en Salones de Inglés en
Escuelas Primarias
RESUMEN
Este artículo presenta una revisión sistemática de la literatura publicada entre 2021 y 2025 sobre
estrategias pedagógicas para fortalecer el aprendizaje autorregulado en educación primaria, con
implicaciones para aulas de inglés como lengua extranjera. Se siguió el protocolo PRISMA para
identificar, seleccionar y evaluar estudios con diferentes bases de datos académicas. Tras el cribado, se
incluyeron 28 estudios. Los hallazgos se organizaron en cinco categorías: (1) gamificación y entornos
virtuales de aprendizaje, (2) instrucción explícita y recursos mnemotécnicos, (3) escritura como proceso
y monitoreo, (4) estrategias motivacionales diferenciadas y (5) modelado y pensamiento en voz alta. En
conjunto, la evidencia sugiere que la autorregulación se fortalece cuando las tareas incorporan metas
claras, andamiaje, oportunidades de monitoreo y retroalimentación formativa, así como apoyos
emocionales y motivacionales. Se discuten orientaciones prácticas para docentes de primaria y para la
transferencia de estas estrategias a contextos del inglés como lengua extranjera.
Palabras clave: aprendizaje autorregulado, educación primaria, estrategias pedagógicas, inglés como
lengua extranjera, metacognición
Artículo recibido 02 abril 2026
Aceptado para publicación: 30 abril 2026
Estrategias para Fortalecer la Autorregulación en Salones de Inglés en
Escuelas Primarias
RESUMEN
Este artículo presenta una revisión sistemática de la literatura publicada entre 2021 y 2025 sobre
estrategias pedagógicas para fortalecer el aprendizaje autorregulado en educación primaria, con
implicaciones para aulas de inglés como lengua extranjera. Se siguió el protocolo PRISMA para
identificar, seleccionar y evaluar estudios con diferentes bases de datos académicas. Tras el cribado, se
incluyeron 28 estudios. Los hallazgos se organizaron en cinco categorías: (1) gamificación y entornos
virtuales de aprendizaje, (2) instrucción explícita y recursos mnemotécnicos, (3) escritura como proceso
y monitoreo, (4) estrategias motivacionales diferenciadas y (5) modelado y pensamiento en voz alta. En
conjunto, la evidencia sugiere que la autorregulación se fortalece cuando las tareas incorporan metas
claras, andamiaje, oportunidades de monitoreo y retroalimentación formativa, así como apoyos
emocionales y motivacionales. Se discuten orientaciones prácticas para docentes de primaria y para la
transferencia de estas estrategias a contextos del inglés como lengua extranjera.
Palabras clave: aprendizaje autorregulado, educación primaria, estrategias pedagógicas, inglés como
lengua extranjera, metacognición
Artículo recibido 02 abril 2026
Aceptado para publicación: 30 abril 2026
pág. 8299
INTRODUCTION
Self-regulation is the ability of students to direct their thoughts, emotions, and behaviors toward specific
goals, adjusting their actions according to internal standards and contextual demands (Zimmerman,
2002). This competence is developed through strategies, practice, and feedback from teachers and peers,
and in primary education it is essential for organizing tasks, maintaining attention, and making
autonomous decisions. At this stage, children face significant developmental challenges such as
separating from their parents, adapting to school routines, and building relationships with new peers’.
These transitions require increasing cognitive control and emotional regulation (Piaget, 2001; Erikson,
1959; Denham et al., 2012).
Additionally, the classroom demands behaviors that are not natural for their age remaining seated,
keeping silent, following rules which call for autonomy, emotional control, and responsibility.
Promoting self-regulation therefore becomes a key condition for successful school adjustment and long-
term academic achievement.
During an English as a Foreign Language (EFL) teaching practicum, carried out in a primary school in
Bogotá, in the first semester of 2025, some class observations were conducted with 25 second grade
students aged 8 to 10. These classes took place four times a week over a period of three months. It was
noted that some students frequently became distracted, struggled to follow instructions, and showed
low persistence when facing challenging tasks, such as filling worksheet based on listening exercises,
reading for comprehension and vocabulary retention practices. Nevertheless, others displayed positive
engagement and some self-monitoring behaviors, such as checking their work and asking for
clarification. These observations revealed the importance of designing pedagogical strategies that foster
self-regulation from the early years of schooling.
Although several literature reviews have examined Self-Regulated Learning (SRL), few focus
specifically on pedagogical strategies for primary education or on how these strategies can be
implemented in EFL classrooms. Existing reviews tend to address SRL broadly or at different
educational levels, which leaves limited guidance on strategies that are feasible for younger learners in
language lessons. This creates a need for a focused synthesis of strategies that are feasible for young
learners in language classrooms.
INTRODUCTION
Self-regulation is the ability of students to direct their thoughts, emotions, and behaviors toward specific
goals, adjusting their actions according to internal standards and contextual demands (Zimmerman,
2002). This competence is developed through strategies, practice, and feedback from teachers and peers,
and in primary education it is essential for organizing tasks, maintaining attention, and making
autonomous decisions. At this stage, children face significant developmental challenges such as
separating from their parents, adapting to school routines, and building relationships with new peers’.
These transitions require increasing cognitive control and emotional regulation (Piaget, 2001; Erikson,
1959; Denham et al., 2012).
Additionally, the classroom demands behaviors that are not natural for their age remaining seated,
keeping silent, following rules which call for autonomy, emotional control, and responsibility.
Promoting self-regulation therefore becomes a key condition for successful school adjustment and long-
term academic achievement.
During an English as a Foreign Language (EFL) teaching practicum, carried out in a primary school in
Bogotá, in the first semester of 2025, some class observations were conducted with 25 second grade
students aged 8 to 10. These classes took place four times a week over a period of three months. It was
noted that some students frequently became distracted, struggled to follow instructions, and showed
low persistence when facing challenging tasks, such as filling worksheet based on listening exercises,
reading for comprehension and vocabulary retention practices. Nevertheless, others displayed positive
engagement and some self-monitoring behaviors, such as checking their work and asking for
clarification. These observations revealed the importance of designing pedagogical strategies that foster
self-regulation from the early years of schooling.
Although several literature reviews have examined Self-Regulated Learning (SRL), few focus
specifically on pedagogical strategies for primary education or on how these strategies can be
implemented in EFL classrooms. Existing reviews tend to address SRL broadly or at different
educational levels, which leaves limited guidance on strategies that are feasible for younger learners in
language lessons. This creates a need for a focused synthesis of strategies that are feasible for young
learners in language classrooms.
pág. 8300
Based on this gap, this research aims to identify and analyze pedagogical strategies that promote and
strengthen self-regulation in primary education based on the recent literature. Therefore, the research
question that guides this study is: What strategies documented between 2021 and 2025 support Self-
Regulated Learning (SRL) in primary education, and what implications do these strategies have for
primary EFL learning contexts?
The contribution of this work can be understood on three levels. Locally, it provides teachers with tools
to address their primary school learners’ challenges such as low attention span, difficulties following
instructions, limited emotional control, and dependence on teacher’s guidance, frequently observed in
EFL classrooms; the strategies proposed may help them create more engaging and autonomous
environment. Nationally, it offers evidence to inform practices aligned with primary education, which
emphasizes both academic achievement and socio-emotional development, which can provide
meaningful insights that inspire new classroom policies. Internationally, it responds to UNESCO’s
(2017) call to promote autonomy and citizenship skills for the 21st century, reinforcing the need to raise
children, who in future can become citizens of the world with strong values. These advantages confirm
the relevance of this research.
Theoretical Framework
Children in Primary School Education
Primary education is widely recognized as the basis for lifelong learning and the development of
essential competencies. UNESCO (2017) emphasizes that this stage goes beyond basic knowledge by
promoting values, coexistence, and citizenship. In this sense, primary schooling also supports
autonomy, responsibility, and self-regulation skills that help children adapt to complex social contexts
and participate in democratic and diverse societies. In Colombia, primary education is guided by the
General Education Law (Law 115 of 1994) and national standards issued by the (Ministerio de
Educación Nacional [MEN], 2016). Within this framework, EFL has been prioritized as part of the
national bilingual agenda since the launch of the National Bilingual Program (MEN, 2004), and its
implementation has been guided through foreign-language competency standards (MEN, 2006).
However, implementing these expectations in early grades remains challenging due to the cognitive and
socio-emotional adaptations required to meet learners’ needs.
Based on this gap, this research aims to identify and analyze pedagogical strategies that promote and
strengthen self-regulation in primary education based on the recent literature. Therefore, the research
question that guides this study is: What strategies documented between 2021 and 2025 support Self-
Regulated Learning (SRL) in primary education, and what implications do these strategies have for
primary EFL learning contexts?
The contribution of this work can be understood on three levels. Locally, it provides teachers with tools
to address their primary school learners’ challenges such as low attention span, difficulties following
instructions, limited emotional control, and dependence on teacher’s guidance, frequently observed in
EFL classrooms; the strategies proposed may help them create more engaging and autonomous
environment. Nationally, it offers evidence to inform practices aligned with primary education, which
emphasizes both academic achievement and socio-emotional development, which can provide
meaningful insights that inspire new classroom policies. Internationally, it responds to UNESCO’s
(2017) call to promote autonomy and citizenship skills for the 21st century, reinforcing the need to raise
children, who in future can become citizens of the world with strong values. These advantages confirm
the relevance of this research.
Theoretical Framework
Children in Primary School Education
Primary education is widely recognized as the basis for lifelong learning and the development of
essential competencies. UNESCO (2017) emphasizes that this stage goes beyond basic knowledge by
promoting values, coexistence, and citizenship. In this sense, primary schooling also supports
autonomy, responsibility, and self-regulation skills that help children adapt to complex social contexts
and participate in democratic and diverse societies. In Colombia, primary education is guided by the
General Education Law (Law 115 of 1994) and national standards issued by the (Ministerio de
Educación Nacional [MEN], 2016). Within this framework, EFL has been prioritized as part of the
national bilingual agenda since the launch of the National Bilingual Program (MEN, 2004), and its
implementation has been guided through foreign-language competency standards (MEN, 2006).
However, implementing these expectations in early grades remains challenging due to the cognitive and
socio-emotional adaptations required to meet learners’ needs.
pág. 8301
Despite its importance, primary education faces barriers that limit its effectiveness in promoting
academic and socio-emotional development. Inequalities in access, resource shortages, and insufficient
teacher preparation are particularly visible in rural and vulnerable regions (MEN, 2023). In addition,
curricular overload and the pressure of standardized assessments often reduce opportunities to
strengthen socio-emotional competencies (Darling-Hammond, 2010; OECD, 2020), even though these
skills including self-regulation predict school adjustment and long-term success (Denham et al., 2012).
In the Colombian context, González-Rey and Mitjáns Martínez (2016) highlight the need to balance
cognitive and emotional learning, reinforcing the relevance of intentionally fostering self-regulation in
primary schools.
Primary School Children Development
Children aged six to twelve experience key developmental changes that influence how they learn. Piaget
(2001) associates this period with the development of concrete-operational thinking, while Vygotsky
(1979) emphasizes learning through social interaction and the co-construction of knowledge. From a
social learning perspective, Bandura (1986) explains that children develop self-regulation partly by
observing and modeling adult behavior, and Bruner (1996) highlights scaffolding as support that
gradually builds autonomy. At the same time, students must adapt to routines, meet classroom demands,
and develop independence. For this reason, research indicates that explicit instruction in self-regulation
strategies can improve academic performance and socio-emotional well-being (Becerra & Fernández,
2023; Restrepo & Álvarez, 2022), which makes teacher preparation and supportive classroom
environments essential.
Self-Regulation in Primary Education
Self-regulation is a dynamic process in which learners set goals, monitor progress, and adjust strategies
to improve performance. It includes behavioral control as well as the management of motivation and
thoughts during learning (Zimmerman, 2013; Schunk & DiBenedetto, 2020), and it is linked to
academic achievement and children’s comprehensive development (Baumeister, 2018). This
competence can be described through four connected components: standards, motivation, monitoring,
and self-reinforcement/accountability. Standards refer to the goals or quality criteria that guide effort
(Schunk & DiBenedetto, 2020), such as aiming to complete a reading task without distraction.
Despite its importance, primary education faces barriers that limit its effectiveness in promoting
academic and socio-emotional development. Inequalities in access, resource shortages, and insufficient
teacher preparation are particularly visible in rural and vulnerable regions (MEN, 2023). In addition,
curricular overload and the pressure of standardized assessments often reduce opportunities to
strengthen socio-emotional competencies (Darling-Hammond, 2010; OECD, 2020), even though these
skills including self-regulation predict school adjustment and long-term success (Denham et al., 2012).
In the Colombian context, González-Rey and Mitjáns Martínez (2016) highlight the need to balance
cognitive and emotional learning, reinforcing the relevance of intentionally fostering self-regulation in
primary schools.
Primary School Children Development
Children aged six to twelve experience key developmental changes that influence how they learn. Piaget
(2001) associates this period with the development of concrete-operational thinking, while Vygotsky
(1979) emphasizes learning through social interaction and the co-construction of knowledge. From a
social learning perspective, Bandura (1986) explains that children develop self-regulation partly by
observing and modeling adult behavior, and Bruner (1996) highlights scaffolding as support that
gradually builds autonomy. At the same time, students must adapt to routines, meet classroom demands,
and develop independence. For this reason, research indicates that explicit instruction in self-regulation
strategies can improve academic performance and socio-emotional well-being (Becerra & Fernández,
2023; Restrepo & Álvarez, 2022), which makes teacher preparation and supportive classroom
environments essential.
Self-Regulation in Primary Education
Self-regulation is a dynamic process in which learners set goals, monitor progress, and adjust strategies
to improve performance. It includes behavioral control as well as the management of motivation and
thoughts during learning (Zimmerman, 2013; Schunk & DiBenedetto, 2020), and it is linked to
academic achievement and children’s comprehensive development (Baumeister, 2018). This
competence can be described through four connected components: standards, motivation, monitoring,
and self-reinforcement/accountability. Standards refer to the goals or quality criteria that guide effort
(Schunk & DiBenedetto, 2020), such as aiming to complete a reading task without distraction.
pág. 8302
Motivation sustains persistence toward those standards, whether driven by interest or external
incentives (Schunk & DiBenedetto, 2020). Monitoring involves checking performance, detecting
errors, and adjusting strategies to remain aligned with goals (Dignath & Veenman, 2021), for example,
noticing loss of attention and deliberately refocusing. Finally, self-reinforcement/accountability
includes self-evaluation, small rewards, or assuming consequences that support responsibility and
continuity (Schunk & DiBenedetto, 2020). When these components develop together in primary
education, students strengthen autonomy, improve academic outcomes, and build socio-emotional skills
relevant for school and daily life (Benick et al., 2021; Olivares, Fidalgo, & Torrance, 2023).
METHODOLOGY
Research Worldview, Approach, and Design
This research is framed from a constructivist and interpretivist perspective, since knowledge is seen as
something that is built and interpreted by people in their own contexts (Creswell & Poth, 2018). The
interest of the study is not to provide exact measurements or statistical generalizations, but rather to
explore how self-regulation strategies are described and used in primary education throughout the
literature from 2021 to 2025. Based on this, this research follows a qualitative systematic literature
review design, which helps to collect and organize studies in a structured way (Snyder, 2019), aiming
to identify useful strategies that may strengthen self-regulation in school contexts.
This researcher implements a systematic review of the literature based on the PRISMA (Preferred
Reporting Items for Systematic Reviews and Meta-Analyses) approach (Page et al., 2021), a widely
recognized methodological framework for the development of high-quality reviews in scientific
research. This approach allows the process of identification, selection, evaluation of eligibility and
inclusion of studies to be structured in a clear and exhaustive manner, guaranteeing transparency,
replicability and clarity in the documentation of the results. By using this PRISMA method, the
researcher can minimize biases, systematically record methodological decisions, and strengthen the
reliability and credibility of their findings (Page et al., 2021).
The PRISMA protocol was employed to structure the process of identifying and selecting relevant
literature on self-regulation in primary education published between 2021 and 2025. This strategy
optimized the search process and ensured the inclusion of relevant studies.
Motivation sustains persistence toward those standards, whether driven by interest or external
incentives (Schunk & DiBenedetto, 2020). Monitoring involves checking performance, detecting
errors, and adjusting strategies to remain aligned with goals (Dignath & Veenman, 2021), for example,
noticing loss of attention and deliberately refocusing. Finally, self-reinforcement/accountability
includes self-evaluation, small rewards, or assuming consequences that support responsibility and
continuity (Schunk & DiBenedetto, 2020). When these components develop together in primary
education, students strengthen autonomy, improve academic outcomes, and build socio-emotional skills
relevant for school and daily life (Benick et al., 2021; Olivares, Fidalgo, & Torrance, 2023).
METHODOLOGY
Research Worldview, Approach, and Design
This research is framed from a constructivist and interpretivist perspective, since knowledge is seen as
something that is built and interpreted by people in their own contexts (Creswell & Poth, 2018). The
interest of the study is not to provide exact measurements or statistical generalizations, but rather to
explore how self-regulation strategies are described and used in primary education throughout the
literature from 2021 to 2025. Based on this, this research follows a qualitative systematic literature
review design, which helps to collect and organize studies in a structured way (Snyder, 2019), aiming
to identify useful strategies that may strengthen self-regulation in school contexts.
This researcher implements a systematic review of the literature based on the PRISMA (Preferred
Reporting Items for Systematic Reviews and Meta-Analyses) approach (Page et al., 2021), a widely
recognized methodological framework for the development of high-quality reviews in scientific
research. This approach allows the process of identification, selection, evaluation of eligibility and
inclusion of studies to be structured in a clear and exhaustive manner, guaranteeing transparency,
replicability and clarity in the documentation of the results. By using this PRISMA method, the
researcher can minimize biases, systematically record methodological decisions, and strengthen the
reliability and credibility of their findings (Page et al., 2021).
The PRISMA protocol was employed to structure the process of identifying and selecting relevant
literature on self-regulation in primary education published between 2021 and 2025. This strategy
optimized the search process and ensured the inclusion of relevant studies.
pág. 8303
Table 1 Eligibility Criteria
Criteria Descriptors
Inclusion Pedagogical strategies that foster attention, autonomy, and self-regulated learning among
primary school students (ages 6–12). Empirical studies, theses, or intervention projects
conducted in any country, with relevance to school contexts. Languages: English or
Spanish. Published between 2021 and 2025. Full-text availability.
Exclusion Articles outside the focus of self-regulation or executive functions. Studies at non-primary
levels (secondary, tertiary, preschool). Theoretical commentaries or reviews without
empirical data. Publications prior to 2021 or repeated entries across database.
Boolean operators ("self-regulation" OR "self-regulated learning") AND ("primary education" OR
"elementary school" OR "primary students") AND ("pedagogical strategies" OR "teaching
practices" OR "instructional strategies" OR "learning strategies") AND ("EFL" OR
"English as a foreign language" OR English OR bilingual OR "foreign language").
Note. Search strings applied in Redalyc, Dialnet, Scielo, ERIC, and Google Scholar databases. Adapted from PRISMA
inclusion and exclusion standards (Page et al., 2021).
Figure 1. Flowchart PRISMA guidelines (Page et al., 2021).
Data Analysis Methodology
In this study, grounded theory principles were applied to identifying, organizing and interpreting the
data. Open coding was first used to break down information from the reviewed studies into key concepts
Table 1 Eligibility Criteria
Criteria Descriptors
Inclusion Pedagogical strategies that foster attention, autonomy, and self-regulated learning among
primary school students (ages 6–12). Empirical studies, theses, or intervention projects
conducted in any country, with relevance to school contexts. Languages: English or
Spanish. Published between 2021 and 2025. Full-text availability.
Exclusion Articles outside the focus of self-regulation or executive functions. Studies at non-primary
levels (secondary, tertiary, preschool). Theoretical commentaries or reviews without
empirical data. Publications prior to 2021 or repeated entries across database.
Boolean operators ("self-regulation" OR "self-regulated learning") AND ("primary education" OR
"elementary school" OR "primary students") AND ("pedagogical strategies" OR "teaching
practices" OR "instructional strategies" OR "learning strategies") AND ("EFL" OR
"English as a foreign language" OR English OR bilingual OR "foreign language").
Note. Search strings applied in Redalyc, Dialnet, Scielo, ERIC, and Google Scholar databases. Adapted from PRISMA
inclusion and exclusion standards (Page et al., 2021).
Figure 1. Flowchart PRISMA guidelines (Page et al., 2021).
Data Analysis Methodology
In this study, grounded theory principles were applied to identifying, organizing and interpreting the
data. Open coding was first used to break down information from the reviewed studies into key concepts
pág. 8304
related to self-regulation strategies. Then, axial coding helped identify relationships between these
concepts, grouping them into sub-categories based on their context and connections. Finally, selective
coding allowed the sub-categories to be integrated into broader categories that explain how pedagogical
strategies support self-regulation in primary school students. This process ensured that the analysis went
beyond description and provided an interpretative understanding of the evidence (Charmaz, 2006;
Strauss & Corbin, 1998).
To strengthen the validity and reliability of the findings, methodological triangulation was carried out.
Information from different types of sources, including journal articles and theses, from varied
geographical and methodological contexts, was compared and integrated. This approach helped
minimize bias and provided a more complete understanding of how self-regulation strategies are applied
in primary education (Flick, 2018; Polit & Beck, 2013).
Duplicate records were removed, and titles and abstracts were screened to exclude irrelevant studies.
Subsequently, full-text articles were assessed for eligibility according to predefined inclusion and
exclusion criteria. The PRISMA flowchart summarizes this process, indicating the total number of
studies initially retrieved, the number excluded at each stage, and the final set of 28 studies included in
the qualitative synthesis.
Table 2. Data Collection Summary of Selected Studies (2021–2025)
No Reference (APA 7 + DOI/link) Year Country Participants Database
1 Álvarez-Agudelo, A. M., Sierra-Miranda, N. E., Insuasti-
Muñoz, Y. B., & Osorio-Muñoz, R. E. (2023). El
portafolio del estudiante como estrategia didáctica y su
incidencia en la conciencia metacognitiva y la
autorregulación del aprendizaje. Revista Electrónica en
Educación y Pedagogía, 7(12), 56-68.
https://doi.org/10.15658/rev.electron.educ.pedagog23.05
071205
2023 Colombia 4th–5th grade
(Social
Sciences).
Redalyc /
Dialnet
2 Arias Gallegos, W. L., Llorente Castro, C. A., & Rivera
Calcina, R. (2022). Análisis psicométrico del inventario
de estrategias metacognitivas en niños de 4.º y 5.º de
primaria de Colombia. Educación, 28(2), 1-14.
https://doi.org/10.33539/educacion.2022.v28n2.2658
2022 Colombia 220 (4th–5th
grade).
Journal
site
related to self-regulation strategies. Then, axial coding helped identify relationships between these
concepts, grouping them into sub-categories based on their context and connections. Finally, selective
coding allowed the sub-categories to be integrated into broader categories that explain how pedagogical
strategies support self-regulation in primary school students. This process ensured that the analysis went
beyond description and provided an interpretative understanding of the evidence (Charmaz, 2006;
Strauss & Corbin, 1998).
To strengthen the validity and reliability of the findings, methodological triangulation was carried out.
Information from different types of sources, including journal articles and theses, from varied
geographical and methodological contexts, was compared and integrated. This approach helped
minimize bias and provided a more complete understanding of how self-regulation strategies are applied
in primary education (Flick, 2018; Polit & Beck, 2013).
Duplicate records were removed, and titles and abstracts were screened to exclude irrelevant studies.
Subsequently, full-text articles were assessed for eligibility according to predefined inclusion and
exclusion criteria. The PRISMA flowchart summarizes this process, indicating the total number of
studies initially retrieved, the number excluded at each stage, and the final set of 28 studies included in
the qualitative synthesis.
Table 2. Data Collection Summary of Selected Studies (2021–2025)
No Reference (APA 7 + DOI/link) Year Country Participants Database
1 Álvarez-Agudelo, A. M., Sierra-Miranda, N. E., Insuasti-
Muñoz, Y. B., & Osorio-Muñoz, R. E. (2023). El
portafolio del estudiante como estrategia didáctica y su
incidencia en la conciencia metacognitiva y la
autorregulación del aprendizaje. Revista Electrónica en
Educación y Pedagogía, 7(12), 56-68.
https://doi.org/10.15658/rev.electron.educ.pedagog23.05
071205
2023 Colombia 4th–5th grade
(Social
Sciences).
Redalyc /
Dialnet
2 Arias Gallegos, W. L., Llorente Castro, C. A., & Rivera
Calcina, R. (2022). Análisis psicométrico del inventario
de estrategias metacognitivas en niños de 4.º y 5.º de
primaria de Colombia. Educación, 28(2), 1-14.
https://doi.org/10.33539/educacion.2022.v28n2.2658
2022 Colombia 220 (4th–5th
grade).
Journal
site
pág. 8305
No Reference (APA 7 + DOI/link) Year Country Participants Database
3 Bai, B., & Guo, W. (2021). Motivation and self-regulated
strategy use: Relationships to primary school students’
English writing in Hong Kong. Language Teaching
Research, 25(3), 378-399.
https://doi.org/10.1177/1362168819859921
2021 Hong
Kong
Primary school
students.
SAGE
4 Benick, M., Dörrenbächer-Ulrich, L., Weißenfels, M., &
Perels, F. (2021). Fostering self-regulated learning in
primary school students: Can additional teacher training
enhance the effectiveness of an intervention? Psychology
Learning & Teaching, 20(3), 271-289.
https://doi.org/10.1177/14757257211013638
2021 Germany 607 4th-grade
students.
Publisher
5 Ceballos-Marón, N. A., Sevilla-Vallejo, S., & Ceberio, M.
(2022). Vínculo entre la regulación emocional y la
comprensión lectora en estudiantes de escuela primaria y
la perspectiva de los docentes de Argentina. Revista
Científica Arbitrada de la Fundación MenteClara, 7(294),
1-21. https://doi.org/10.32351/rca.v7.294
2022 Argentina 65 students (4th–
6th grade).
Journal
site
6 Coque Quispe, L. M., Tapia Paredes, M. S., Aucatoma
Gómez, A. B., Chango Paz, G. M., & Tapia Paredes, T. M.
(2025). Desarrollo de la autorregulación emocional en
estudiantes de Educación Básica y su influencia en el
rendimiento académico. Prospherus, 2(4), 337-355.
https://doi.org/10.63535/tn1hp787
2025 Ecuador 120 basic
education
students.
Journal
site
7 Cunha, J., Martins, J., Peseta, R., & Rosário, P. (2023). A
self-regulation intervention conducted by class teachers:
Impact on elementary students’ basic psychological needs
and classroom engagement. Frontiers in Psychology, 14,
1220536. https://doi.org/10.3389/fpsyg.2023.1220536
2023 Portugal 181 4th-grade
students
(Exp=90;
Comp=91).
Frontiers
8 de la Barreda Angón, F. P. (2024). Programa de regulación
emocional en línea para nivel primaria durante el
confinamiento por Covid-19. Revista Internacional de
Educación Emocional y Bienestar, 4(1), 45-65.
https://doi.org/10.48102/rieeb.2024.4.1.67
2024 Spain Primary-level
students.
Journal
site
No Reference (APA 7 + DOI/link) Year Country Participants Database
3 Bai, B., & Guo, W. (2021). Motivation and self-regulated
strategy use: Relationships to primary school students’
English writing in Hong Kong. Language Teaching
Research, 25(3), 378-399.
https://doi.org/10.1177/1362168819859921
2021 Hong
Kong
Primary school
students.
SAGE
4 Benick, M., Dörrenbächer-Ulrich, L., Weißenfels, M., &
Perels, F. (2021). Fostering self-regulated learning in
primary school students: Can additional teacher training
enhance the effectiveness of an intervention? Psychology
Learning & Teaching, 20(3), 271-289.
https://doi.org/10.1177/14757257211013638
2021 Germany 607 4th-grade
students.
Publisher
5 Ceballos-Marón, N. A., Sevilla-Vallejo, S., & Ceberio, M.
(2022). Vínculo entre la regulación emocional y la
comprensión lectora en estudiantes de escuela primaria y
la perspectiva de los docentes de Argentina. Revista
Científica Arbitrada de la Fundación MenteClara, 7(294),
1-21. https://doi.org/10.32351/rca.v7.294
2022 Argentina 65 students (4th–
6th grade).
Journal
site
6 Coque Quispe, L. M., Tapia Paredes, M. S., Aucatoma
Gómez, A. B., Chango Paz, G. M., & Tapia Paredes, T. M.
(2025). Desarrollo de la autorregulación emocional en
estudiantes de Educación Básica y su influencia en el
rendimiento académico. Prospherus, 2(4), 337-355.
https://doi.org/10.63535/tn1hp787
2025 Ecuador 120 basic
education
students.
Journal
site
7 Cunha, J., Martins, J., Peseta, R., & Rosário, P. (2023). A
self-regulation intervention conducted by class teachers:
Impact on elementary students’ basic psychological needs
and classroom engagement. Frontiers in Psychology, 14,
1220536. https://doi.org/10.3389/fpsyg.2023.1220536
2023 Portugal 181 4th-grade
students
(Exp=90;
Comp=91).
Frontiers
8 de la Barreda Angón, F. P. (2024). Programa de regulación
emocional en línea para nivel primaria durante el
confinamiento por Covid-19. Revista Internacional de
Educación Emocional y Bienestar, 4(1), 45-65.
https://doi.org/10.48102/rieeb.2024.4.1.67
2024 Spain Primary-level
students.
Journal
site
pág. 8306
No Reference (APA 7 + DOI/link) Year Country Participants Database
9 Dermitzaki, I. (2025). Fostering Elementary School
Students’ Self-Regulation Skills in Reading
Comprehension: Effects on Text Comprehension,
Strategy Use, and Self-Efficacy. Behavioral Sciences,
15(2), 101. https://doi.org/10.3390/bs15020101
2025 Greece 109 (grades 5–6;
exp=54, ctrl=55).
MDPI
10 Diamond, K. (2024). Mindfulness as an intervention for
self-regulation and school reintegration. Mindfulness,
15(2), 01. https://doi.org/10.1007/s12671-024-02408-4
2024 United
States
Students in
school
reintegration.
Springer
11 Fabri, N. B., Silva, M. A., & Oliveira, K. L. (2022).
Autorregulação, estratégias de aprendizagem e
compreensão de leitura. Psicologia: Teoria e Pesquisa,
38(e38423), 1-10. https://doi.org/10.1590/S1413-
24782022270068
2022 Brazil Basic education
students.
SciELO /
Journal
12 González-Cortez, N. A., & Lagos-San Martín, N. (2022).
Efectividad de un programa de intervención basado en
mindfulness para autorregular la atención en niñez de
educación primaria. Revista Electrónica Educare, 26(1),
129-143. https://doi.org/10.15359/ree.26-1.7
2022 Chile 46 3rd-grade
students (8–9
years).
Journal
site
13 González-Suárez, R. (2022). Autorregulación del
aprendizaje y motivación académica: Un estudio mixto
secuencial explicativo en Educación Primaria [Tesis
doctoral, Universidade da Coruña]. Repositorio
Institucional. http://hdl.handle.net/2183/31247
2022 Spain Primary
education
(doctoral thesis).
UDC
Repositor
y
14 Guamán, J. L., & Rivera Guamán, Y. V. (2024).
Fomentando el pensamiento reflexivo: estrategias para
mejorar las habilidades de metacognición. Esprint
Investigación, 3(1). https://doi.org/10.61347/ei.v3i1.63
2024 Ecuador Not applicable
(documentary
review).
Dialnet
15 Leites, V. R., Trías Seferian, D., & Huertas Martínez, J. A.
(2024). Assessing self-regulated processes: What do
primary school students do, say and think in the process
of understanding a text? European Journal of Psychology
of Education, 39(3), 2531-2550.
https://doi.org/10.1007/s10212-024-00830-9
2024 Spain 9 primary
students.
Springer
No Reference (APA 7 + DOI/link) Year Country Participants Database
9 Dermitzaki, I. (2025). Fostering Elementary School
Students’ Self-Regulation Skills in Reading
Comprehension: Effects on Text Comprehension,
Strategy Use, and Self-Efficacy. Behavioral Sciences,
15(2), 101. https://doi.org/10.3390/bs15020101
2025 Greece 109 (grades 5–6;
exp=54, ctrl=55).
MDPI
10 Diamond, K. (2024). Mindfulness as an intervention for
self-regulation and school reintegration. Mindfulness,
15(2), 01. https://doi.org/10.1007/s12671-024-02408-4
2024 United
States
Students in
school
reintegration.
Springer
11 Fabri, N. B., Silva, M. A., & Oliveira, K. L. (2022).
Autorregulação, estratégias de aprendizagem e
compreensão de leitura. Psicologia: Teoria e Pesquisa,
38(e38423), 1-10. https://doi.org/10.1590/S1413-
24782022270068
2022 Brazil Basic education
students.
SciELO /
Journal
12 González-Cortez, N. A., & Lagos-San Martín, N. (2022).
Efectividad de un programa de intervención basado en
mindfulness para autorregular la atención en niñez de
educación primaria. Revista Electrónica Educare, 26(1),
129-143. https://doi.org/10.15359/ree.26-1.7
2022 Chile 46 3rd-grade
students (8–9
years).
Journal
site
13 González-Suárez, R. (2022). Autorregulación del
aprendizaje y motivación académica: Un estudio mixto
secuencial explicativo en Educación Primaria [Tesis
doctoral, Universidade da Coruña]. Repositorio
Institucional. http://hdl.handle.net/2183/31247
2022 Spain Primary
education
(doctoral thesis).
UDC
Repositor
y
14 Guamán, J. L., & Rivera Guamán, Y. V. (2024).
Fomentando el pensamiento reflexivo: estrategias para
mejorar las habilidades de metacognición. Esprint
Investigación, 3(1). https://doi.org/10.61347/ei.v3i1.63
2024 Ecuador Not applicable
(documentary
review).
Dialnet
15 Leites, V. R., Trías Seferian, D., & Huertas Martínez, J. A.
(2024). Assessing self-regulated processes: What do
primary school students do, say and think in the process
of understanding a text? European Journal of Psychology
of Education, 39(3), 2531-2550.
https://doi.org/10.1007/s10212-024-00830-9
2024 Spain 9 primary
students.
Springer
pág. 8307
No Reference (APA 7 + DOI/link) Year Country Participants Database
16 Mena Montoya, A. F., Zapata Cano, L. J., Castro Camelo,
A., & Conejo Carrasco, F. (2021). Estrategias de
autorregulación para la habilidad de escritura en inglés:
Un proyecto de aula en primaria. Boletín Redipe, 10(1),
125-133. https://doi.org/10.36260/rbr.v10i1.1166
2021 Colombia Primary school
students.
Dialnet /
Redipe
17 Menéndez Santurio, J. I. (2025). Efectos de una
intervención de aprendizaje autorregulado en Educación
Primaria sobre la responsabilidad, la motivación y la
autorregulación. Revista Fuentes, 27(1), 1-14.
https://doi.org/10.12795/revistafuentes.2025.25958
2025 Spain 125 students
(grades 4–6; ages
9–12).
Revista
Fuentes /
Journal
site
18 Monge Moreno, D. G., Balsamo Vega, M. G., & Serna
Antelo, M. L. (2025). Diferencias en habilidades de
autorregulación en niños de primaria alta en Sonora,
México. Universidad y Sociedad, 17(2), e5046.
https://rus.ucf.edu.cu/index.php/rus/article/view/5046
2025 Mexico 393 upper
primary students.
Universid
ad y
Sociedad
19 Noriega Cortes, M. A., & Carreño-Bolivar, L. (2024).
Virtual game-based learning environments to promote
self-regulated learning skills in foreign language learners
(Version 1). F1000Research, 13, 1541.
https://doi.org/10.12688/f1000research.157746.1
2024 Colombia 6 (grades 2–4;
ages 8–10).
F1000Res
earch
20 Olivares, F., Fidalgo, R., & Torrance, M. (2023). Efectos
de una instrucción estratégica-autorregulada en el proceso
de comprensión y autoeficacia lectora del alumnado de
educación primaria. Revista Española de Pedagogía,
81(285), 271-290. https://doi.org/10.22550/REP81-2-
2023-02
2023 Spain Primary school
students.
Dialnet
21 Rojas Chacaltana, S. A. (2021). Aprendizaje
autorregulado en estudiantes del quinto grado de primaria
de una institución educativa pública y privada de Ica,
2020 [Tesis de maestría, Universidad César Vallejo].
Repositorio Institucional UCV.
https://hdl.handle.net/20.500.12692/56878
2021 Peru 5th-grade
primary students.
UCV
Repositor
y
No Reference (APA 7 + DOI/link) Year Country Participants Database
16 Mena Montoya, A. F., Zapata Cano, L. J., Castro Camelo,
A., & Conejo Carrasco, F. (2021). Estrategias de
autorregulación para la habilidad de escritura en inglés:
Un proyecto de aula en primaria. Boletín Redipe, 10(1),
125-133. https://doi.org/10.36260/rbr.v10i1.1166
2021 Colombia Primary school
students.
Dialnet /
Redipe
17 Menéndez Santurio, J. I. (2025). Efectos de una
intervención de aprendizaje autorregulado en Educación
Primaria sobre la responsabilidad, la motivación y la
autorregulación. Revista Fuentes, 27(1), 1-14.
https://doi.org/10.12795/revistafuentes.2025.25958
2025 Spain 125 students
(grades 4–6; ages
9–12).
Revista
Fuentes /
Journal
site
18 Monge Moreno, D. G., Balsamo Vega, M. G., & Serna
Antelo, M. L. (2025). Diferencias en habilidades de
autorregulación en niños de primaria alta en Sonora,
México. Universidad y Sociedad, 17(2), e5046.
https://rus.ucf.edu.cu/index.php/rus/article/view/5046
2025 Mexico 393 upper
primary students.
Universid
ad y
Sociedad
19 Noriega Cortes, M. A., & Carreño-Bolivar, L. (2024).
Virtual game-based learning environments to promote
self-regulated learning skills in foreign language learners
(Version 1). F1000Research, 13, 1541.
https://doi.org/10.12688/f1000research.157746.1
2024 Colombia 6 (grades 2–4;
ages 8–10).
F1000Res
earch
20 Olivares, F., Fidalgo, R., & Torrance, M. (2023). Efectos
de una instrucción estratégica-autorregulada en el proceso
de comprensión y autoeficacia lectora del alumnado de
educación primaria. Revista Española de Pedagogía,
81(285), 271-290. https://doi.org/10.22550/REP81-2-
2023-02
2023 Spain Primary school
students.
Dialnet
21 Rojas Chacaltana, S. A. (2021). Aprendizaje
autorregulado en estudiantes del quinto grado de primaria
de una institución educativa pública y privada de Ica,
2020 [Tesis de maestría, Universidad César Vallejo].
Repositorio Institucional UCV.
https://hdl.handle.net/20.500.12692/56878
2021 Peru 5th-grade
primary students.
UCV
Repositor
y
pág. 8308
No Reference (APA 7 + DOI/link) Year Country Participants Database
22 Ronqui, V., Sánchez, M. F., & Seferian, D. T. (2021). La
enseñanza de la autorregulación en aulas de educación
primaria. Cuadernos de Investigación Educativa, 12(2).
https://www.redalyc.org/journal/275/27570174048/2757
0174048_2.pdf
2021 Uruguay 5th-grade
primary students.
Journal
site
23 Sáez-Delgado, F., Mella-Norambuena, J., Bizama, M., &
Gatica, J. (2024). Autorregulación del aprendizaje en
estudiantes chilenos de educación primaria: Validación de
un instrumento y diferencias por sexo y grado. Revista
Española de Pedagogía, 82(288), 311-333.
https://doi.org/10.22550/2174-0909.4057
2024 Chile 514 (3rd–8th
grade).
Dialnet
24 Santiago Soriano, D. L. (2025). Estrategias para fomentar
la autorregulación en estudiantes de un aula de cuarto
grado en primaria [Professional practice report].
Repositorio BECENE SLP.
https://repositorio.beceneslp.edu.mx/jspui/handle/20.500
.12584/1751
2025 Mexico 29 4th-grade
students.
Institution
al
repository
25 Tobón Villada, J. E., Marín Buitrago, O., Tapia Llanos, R.
C., & Martín García, M. A. (2021). Estrategia didáctica de
aprendizaje basada en inteligencias múltiples
predominantes y procesos autorregulatorios en
estudiantes rurales de primaria. INNOVA Research
Journal, 6(3), 34-57.
https://doi.org/10.33890/innova.v6.n3.2021.1751
2021 Colombia 13 primary
students (5th
grade).
Dialnet
26 Trías, D., Huertas, J. A., Mels, C., Castillejo, I., & Ronqui,
V. (2021). Autorregulación en el aprendizaje, desempeño
académico y contexto socioeconómico al finalizar la
escuela primaria. Revista Interamericana de
Psicología/Interamerican Journal of Psychology, 55(2),
e1509. https://doi.org/10.30849/ripijp.v55i2.1509
2021 Uruguay /
Spain
60 primary
students (7–11
years).
Redalyc /
Dialnet
27 Tse, S. K., Lin, L., & Ng, W. H. R. (2022). Self-regulated
learning strategies and reading comprehension among
bilingual primary school students in Hong Kong.
International Journal of Bilingual Education and
Bilingualism, 25(9), 3258-3273.
https://doi.org/10.1080/13670050.2022.2049686
2022 Hong
Kong
Bilingual
primary students.
Publisher
/ ERIC
No Reference (APA 7 + DOI/link) Year Country Participants Database
22 Ronqui, V., Sánchez, M. F., & Seferian, D. T. (2021). La
enseñanza de la autorregulación en aulas de educación
primaria. Cuadernos de Investigación Educativa, 12(2).
https://www.redalyc.org/journal/275/27570174048/2757
0174048_2.pdf
2021 Uruguay 5th-grade
primary students.
Journal
site
23 Sáez-Delgado, F., Mella-Norambuena, J., Bizama, M., &
Gatica, J. (2024). Autorregulación del aprendizaje en
estudiantes chilenos de educación primaria: Validación de
un instrumento y diferencias por sexo y grado. Revista
Española de Pedagogía, 82(288), 311-333.
https://doi.org/10.22550/2174-0909.4057
2024 Chile 514 (3rd–8th
grade).
Dialnet
24 Santiago Soriano, D. L. (2025). Estrategias para fomentar
la autorregulación en estudiantes de un aula de cuarto
grado en primaria [Professional practice report].
Repositorio BECENE SLP.
https://repositorio.beceneslp.edu.mx/jspui/handle/20.500
.12584/1751
2025 Mexico 29 4th-grade
students.
Institution
al
repository
25 Tobón Villada, J. E., Marín Buitrago, O., Tapia Llanos, R.
C., & Martín García, M. A. (2021). Estrategia didáctica de
aprendizaje basada en inteligencias múltiples
predominantes y procesos autorregulatorios en
estudiantes rurales de primaria. INNOVA Research
Journal, 6(3), 34-57.
https://doi.org/10.33890/innova.v6.n3.2021.1751
2021 Colombia 13 primary
students (5th
grade).
Dialnet
26 Trías, D., Huertas, J. A., Mels, C., Castillejo, I., & Ronqui,
V. (2021). Autorregulación en el aprendizaje, desempeño
académico y contexto socioeconómico al finalizar la
escuela primaria. Revista Interamericana de
Psicología/Interamerican Journal of Psychology, 55(2),
e1509. https://doi.org/10.30849/ripijp.v55i2.1509
2021 Uruguay /
Spain
60 primary
students (7–11
years).
Redalyc /
Dialnet
27 Tse, S. K., Lin, L., & Ng, W. H. R. (2022). Self-regulated
learning strategies and reading comprehension among
bilingual primary school students in Hong Kong.
International Journal of Bilingual Education and
Bilingualism, 25(9), 3258-3273.
https://doi.org/10.1080/13670050.2022.2049686
2022 Hong
Kong
Bilingual
primary students.
Publisher
/ ERIC
pág. 8309
No Reference (APA 7 + DOI/link) Year Country Participants Database
28 Vieites Lestón, T. (2022). Diseño e implementación de
propuestas de prescripción de deberes escolares que
mejoren el compromiso y la autorregulación del
estudiante [Tesis doctoral, Universidade da Coruña].
Repositorio Institucional.
http://hdl.handle.net/2183/31240
2022 Spain Primary
education
(doctoral thesis).
UDC
Repositor
y
RESULTS AND DISCUSSION
Following the systematic search and screening process, the included studies were synthesized into five
thematic categories: (1) Gamification and Virtual Learning Environments (VLEs), (2) Explicit
Instruction and Mnemonic Devices, (3) Process-Oriented Writing and Monitoring, (4) Differentiated
Motivational Strategies, and (5) Modeling and Thinking Aloud.
Category 1: Gamification and Virtual Learning Environments (VLEs)
Gamified virtual learning environments (VLEs) stand out in the recent literature as a practical way to
keep primary learners engaged while also encouraging self-regulation during language tasks (Noriega
Cortes & Carreño-Bolívar, 2024). In EFL settings, that matters because everyday practice vocabulary,
short readings, listening requires students to sustain attention and check themselves repeatedly. When
the digital environment offers a clear sequence and visible goals, it becomes easier for children to “stay
with the task” instead of working randomly.
Beyond engagement, what seems most valuable is the structure of the experience. Noriega Cortes and
Carreño-Bolívar (2024) describe mission-like sequences that move through asking, exploring, creating,
discussing, and reflecting, which naturally pushes learners to make choices and then evaluate what
worked. In that sense, reflection is not an add-on; it becomes part of the task. This connects well with
reflective thinking work showing that students improve regulation when they are guided to explain what
they did and why it helped (Guamán & Rivera Guamán, 2024).
Finally, game mechanics such as progress indicators, rewards, and feedback can support persistence,
especially when tasks become difficult (Noriega Cortes & Carreño-Bolivar, 2024). However, the key is
that these elements reinforce strategic behaviour rather than distraction.
No Reference (APA 7 + DOI/link) Year Country Participants Database
28 Vieites Lestón, T. (2022). Diseño e implementación de
propuestas de prescripción de deberes escolares que
mejoren el compromiso y la autorregulación del
estudiante [Tesis doctoral, Universidade da Coruña].
Repositorio Institucional.
http://hdl.handle.net/2183/31240
2022 Spain Primary
education
(doctoral thesis).
UDC
Repositor
y
RESULTS AND DISCUSSION
Following the systematic search and screening process, the included studies were synthesized into five
thematic categories: (1) Gamification and Virtual Learning Environments (VLEs), (2) Explicit
Instruction and Mnemonic Devices, (3) Process-Oriented Writing and Monitoring, (4) Differentiated
Motivational Strategies, and (5) Modeling and Thinking Aloud.
Category 1: Gamification and Virtual Learning Environments (VLEs)
Gamified virtual learning environments (VLEs) stand out in the recent literature as a practical way to
keep primary learners engaged while also encouraging self-regulation during language tasks (Noriega
Cortes & Carreño-Bolívar, 2024). In EFL settings, that matters because everyday practice vocabulary,
short readings, listening requires students to sustain attention and check themselves repeatedly. When
the digital environment offers a clear sequence and visible goals, it becomes easier for children to “stay
with the task” instead of working randomly.
Beyond engagement, what seems most valuable is the structure of the experience. Noriega Cortes and
Carreño-Bolívar (2024) describe mission-like sequences that move through asking, exploring, creating,
discussing, and reflecting, which naturally pushes learners to make choices and then evaluate what
worked. In that sense, reflection is not an add-on; it becomes part of the task. This connects well with
reflective thinking work showing that students improve regulation when they are guided to explain what
they did and why it helped (Guamán & Rivera Guamán, 2024).
Finally, game mechanics such as progress indicators, rewards, and feedback can support persistence,
especially when tasks become difficult (Noriega Cortes & Carreño-Bolivar, 2024). However, the key is
that these elements reinforce strategic behaviour rather than distraction.
pág. 8310
Overall, the evidence suggests that gamified VLEs work best when teachers actively connect the
“game” to strategy use and guided reflection, so learning transfers beyond the platform (Guamán &
Rivera Guamán, 2024).
Category 2: Explicit Instruction and Mnemonic Devices
A consistent point across the studies is that self-regulated learning does not usually develop “by itself”
in primary school; it improves when strategies are taught in a direct and visible way. In practice, that
means explaining what to do, when to do it, how to apply the steps, and why the strategy is useful
(Benick et al., 2021; Tse et al., 2022; Sáez-Delgado et al., 2024). This is why structured teaching
protocols are recommended: they help students internalize cognitive, metacognitive, and motivational
strategies as routines rather than isolated tips (González-Suárez, 2022).
Olivares et al. (2023) provide a clear classroom example through mnemonic routines that guide students
before, during, and after reading. IPOD organizes preparation (identifying the text type, thinking, setting
an objective, and planning), ECO supports monitoring and problem-solving during reading, and END
promotes evaluation and planning for the next task (Olivares et al., 2023). The strength of this approach
is its simplicity: it turns strategy use into steps children can actually follow, while teachers can observe
and support the process.
The same logic appears in related evidence emphasizing modeling and scaffolding. Benick et al. (2021)
highlight that explicit teaching can be strengthened through teacher preparation and structured materials
for goal setting and planning, while Dermitzaki (2025) links explicit instruction and modeling to better
performance in more complex tasks. Measurement-focused work also reinforces the importance of
making strategies teachable and assessable in primary contexts (Arias Gallegos et al., 2022). Overall,
explicit instruction supported by mnemonic cues helps students treat SRL as actionable behavior rather
than abstract advice (Cunha et al., 2023; Sáez-Delgado et al., 2024).
Category 3: Process-Oriented Writing and Monitoring
When writing is taught as a process, SRL becomes easier to develop because students are guided
through planning, drafting, revising, and evaluating instead of being judged only on the final product
(Mena Montoya et al., 2021; Bai & Guo, 2021). This process perspective naturally brings monitoring
to the center: learners are expected to check progress, notice difficulties, and choose how to respond
Overall, the evidence suggests that gamified VLEs work best when teachers actively connect the
“game” to strategy use and guided reflection, so learning transfers beyond the platform (Guamán &
Rivera Guamán, 2024).
Category 2: Explicit Instruction and Mnemonic Devices
A consistent point across the studies is that self-regulated learning does not usually develop “by itself”
in primary school; it improves when strategies are taught in a direct and visible way. In practice, that
means explaining what to do, when to do it, how to apply the steps, and why the strategy is useful
(Benick et al., 2021; Tse et al., 2022; Sáez-Delgado et al., 2024). This is why structured teaching
protocols are recommended: they help students internalize cognitive, metacognitive, and motivational
strategies as routines rather than isolated tips (González-Suárez, 2022).
Olivares et al. (2023) provide a clear classroom example through mnemonic routines that guide students
before, during, and after reading. IPOD organizes preparation (identifying the text type, thinking, setting
an objective, and planning), ECO supports monitoring and problem-solving during reading, and END
promotes evaluation and planning for the next task (Olivares et al., 2023). The strength of this approach
is its simplicity: it turns strategy use into steps children can actually follow, while teachers can observe
and support the process.
The same logic appears in related evidence emphasizing modeling and scaffolding. Benick et al. (2021)
highlight that explicit teaching can be strengthened through teacher preparation and structured materials
for goal setting and planning, while Dermitzaki (2025) links explicit instruction and modeling to better
performance in more complex tasks. Measurement-focused work also reinforces the importance of
making strategies teachable and assessable in primary contexts (Arias Gallegos et al., 2022). Overall,
explicit instruction supported by mnemonic cues helps students treat SRL as actionable behavior rather
than abstract advice (Cunha et al., 2023; Sáez-Delgado et al., 2024).
Category 3: Process-Oriented Writing and Monitoring
When writing is taught as a process, SRL becomes easier to develop because students are guided
through planning, drafting, revising, and evaluating instead of being judged only on the final product
(Mena Montoya et al., 2021; Bai & Guo, 2021). This process perspective naturally brings monitoring
to the center: learners are expected to check progress, notice difficulties, and choose how to respond
pág. 8311
while working (Tse et al., 2022). In EFL, that ongoing regulation can make the difference between
giving up early and improving through revision.
Several studies frame monitoring as part of the performance phase, where students need self-
observation and adjustment in real time. Rojas Chacaltana (2021) emphasizes that learners should
modify behaviour when they realize they are not meeting goals, and González-Suárez (2022) describes
a control/performance moment in which instructions are recalled and quality is checked while the
product is still being built. In classroom terms, guiding questions and teacher feedback help students
pause, verify, and correct their work before it is “too late” to improve (Ronqui et al., 2021). Homework
research supports this view by showing that informative feedback helps students recognize difficulties
and revise more effectively (Vieites Lestón, 2022).
Monitoring becomes more realistic when students use tools that make progress visible. Portfolios, for
example, help learners track advances and difficulties across reading and writing tasks (Álvarez-
Agudelo et al., 2023), and Olivares et al. (2023) show how a reading log supports real-time strategy
monitoring. Evidence also suggests that noticing the need to reformulate writing is a meaningful
predictor of success, which highlights the value of monitoring and control (Leites et al., 2024). Finally,
emotional regulation is not separate from this process: students’ ability to manage frustration and
confidence can shape persistence and comprehension during demanding literacy tasks (Ceballos-Marón
et al., 2022; Bai & Guo, 2021).
Category 4: Differentiated Motivational Strategies
Motivation shapes whether SRL strategies are actually used when tasks become challenging, so several
studies argue for differentiated support rather than a single motivational approach for all students
(Tobón Villada et al., 2021; Coque Quispe et al., 2025). This makes sense in primary classrooms, where
engagement can change quickly and self-regulation is still developing. In other words, strategy
instruction works better when classrooms also protect students’ willingness to persist.
A strong theme within this category is emotional and attentional regulation as a foundation for sustained
effort. González-Cortez and Lagos-San Martín (2022) report benefits of mindfulness-oriented work
aimed at improving attentional regulation, and Diamond (2024) discusses mindfulness as a route to
strengthen broader self-regulation and school functioning.
while working (Tse et al., 2022). In EFL, that ongoing regulation can make the difference between
giving up early and improving through revision.
Several studies frame monitoring as part of the performance phase, where students need self-
observation and adjustment in real time. Rojas Chacaltana (2021) emphasizes that learners should
modify behaviour when they realize they are not meeting goals, and González-Suárez (2022) describes
a control/performance moment in which instructions are recalled and quality is checked while the
product is still being built. In classroom terms, guiding questions and teacher feedback help students
pause, verify, and correct their work before it is “too late” to improve (Ronqui et al., 2021). Homework
research supports this view by showing that informative feedback helps students recognize difficulties
and revise more effectively (Vieites Lestón, 2022).
Monitoring becomes more realistic when students use tools that make progress visible. Portfolios, for
example, help learners track advances and difficulties across reading and writing tasks (Álvarez-
Agudelo et al., 2023), and Olivares et al. (2023) show how a reading log supports real-time strategy
monitoring. Evidence also suggests that noticing the need to reformulate writing is a meaningful
predictor of success, which highlights the value of monitoring and control (Leites et al., 2024). Finally,
emotional regulation is not separate from this process: students’ ability to manage frustration and
confidence can shape persistence and comprehension during demanding literacy tasks (Ceballos-Marón
et al., 2022; Bai & Guo, 2021).
Category 4: Differentiated Motivational Strategies
Motivation shapes whether SRL strategies are actually used when tasks become challenging, so several
studies argue for differentiated support rather than a single motivational approach for all students
(Tobón Villada et al., 2021; Coque Quispe et al., 2025). This makes sense in primary classrooms, where
engagement can change quickly and self-regulation is still developing. In other words, strategy
instruction works better when classrooms also protect students’ willingness to persist.
A strong theme within this category is emotional and attentional regulation as a foundation for sustained
effort. González-Cortez and Lagos-San Martín (2022) report benefits of mindfulness-oriented work
aimed at improving attentional regulation, and Diamond (2024) discusses mindfulness as a route to
strengthen broader self-regulation and school functioning.
pág. 8312
Likewise, de la Barreda Angón (2024) presents an online emotional regulation program designed for
primary students, illustrating how emotional support can be incorporated into educational practice.
From this angle, students regulate learning more effectively when they also learn to regulate emotional
responses to difficulty.
Differentiation can also be achieved through pedagogy that connects with students’ strengths and
contexts. Tobón Villada et al. (2021) propose a didactic strategy grounded in multiple intelligences
especially ecological and interpersonal to increase motivation, confidence, and commitment through
meaningful tasks and social interaction. The relationship between emotional self-regulation and
academic performance further supports this integrated view (Coque Quispe et al., 2025). Overall,
motivational and emotional supports make SRL more sustainable because they help students remain
engaged long enough to practice, monitor, and improve (Monge Moreno et al., 2025).
Category 5: Modeling and Thinking Aloud
For primary learners, SRL strategies can remain abstract unless teachers show what those strategies
look like during real tasks. Modeling and thinking aloud make planning, monitoring, and evaluation
visible, so students can observe the process behind successful performance (Ronqui et al., 2021; Rojas
Chacaltana, 2021). This is particularly helpful in EFL tasks, where students can lose track easily if they
do not know how to respond when comprehension breaks down.
This category is strongly supported by observational learning perspectives. Fabri et al. (2022) describe
modeling as a key interaction level: by observing significant adults and listening to verbalized routines,
students form an image of the performance they want to achieve and begin exercising self-control.
Benick et al. (2021) similarly note that imitation often precedes internalization, meaning that
demonstration is a realistic starting point for young learners. In addition, research linking SRL to
performance and context reinforces why modeling matters: it can make strategic learning more
accessible across different classroom realities (Trías et al., 2021).
Modeling becomes more powerful when it is paired with guided practice and feedback that gradually
builds independence. Dermitzaki (2025) connects explicit instruction and modeling with better
outcomes on complex tasks, and Leites et al. (2024) highlight monitoring and control as predictors of
success precisely the “invisible” moves that thinking aloud can reveal.
Likewise, de la Barreda Angón (2024) presents an online emotional regulation program designed for
primary students, illustrating how emotional support can be incorporated into educational practice.
From this angle, students regulate learning more effectively when they also learn to regulate emotional
responses to difficulty.
Differentiation can also be achieved through pedagogy that connects with students’ strengths and
contexts. Tobón Villada et al. (2021) propose a didactic strategy grounded in multiple intelligences
especially ecological and interpersonal to increase motivation, confidence, and commitment through
meaningful tasks and social interaction. The relationship between emotional self-regulation and
academic performance further supports this integrated view (Coque Quispe et al., 2025). Overall,
motivational and emotional supports make SRL more sustainable because they help students remain
engaged long enough to practice, monitor, and improve (Monge Moreno et al., 2025).
Category 5: Modeling and Thinking Aloud
For primary learners, SRL strategies can remain abstract unless teachers show what those strategies
look like during real tasks. Modeling and thinking aloud make planning, monitoring, and evaluation
visible, so students can observe the process behind successful performance (Ronqui et al., 2021; Rojas
Chacaltana, 2021). This is particularly helpful in EFL tasks, where students can lose track easily if they
do not know how to respond when comprehension breaks down.
This category is strongly supported by observational learning perspectives. Fabri et al. (2022) describe
modeling as a key interaction level: by observing significant adults and listening to verbalized routines,
students form an image of the performance they want to achieve and begin exercising self-control.
Benick et al. (2021) similarly note that imitation often precedes internalization, meaning that
demonstration is a realistic starting point for young learners. In addition, research linking SRL to
performance and context reinforces why modeling matters: it can make strategic learning more
accessible across different classroom realities (Trías et al., 2021).
Modeling becomes more powerful when it is paired with guided practice and feedback that gradually
builds independence. Dermitzaki (2025) connects explicit instruction and modeling with better
outcomes on complex tasks, and Leites et al. (2024) highlight monitoring and control as predictors of
success precisely the “invisible” moves that thinking aloud can reveal.
pág. 8313
Classroom interventions also show that structured guidance and teacher-led routines can strengthen
responsibility and strategic behaviour (Menéndez Santurio, 2025; Santiago Soriano, 2025), and
reflective thinking helps students explain what they did and why it worked (Guamán & Rivera Guamán,
2024). Overall, modeling and thinking aloud provide a practical bridge between SRL theory and
everyday classroom action (González-Suárez, 2022).
CONCLUSIONS
This systematic review analyzed and synthesized 28 studies published between 2021 and 2025 to
identify pedagogical strategies that support Self-Regulated Learning (SRL) in primary education, with
implications for EFL classrooms. The findings were organized into five categories: gamification and
virtual learning environments, explicit instruction and mnemonic supports, process-oriented writing and
monitoring, differentiated motivational strategies, and modeling through thinking-aloud practices.
Together, these results show that SRL can be strengthened through classroom practices that understand
regulation not as an individual trait learners simply process, but as a group of skills that can be
intentionally taught, practiced, and reinforced through everyday teaching.
Across categories, the same idea appears repeatedly: SRL is more likely to develop when classroom
tasks are structured in ways that help students set goals, monitor their progress, and reflect on what to
do next. Clear routines, formative feedback, and teacher guidance make the learning process visible and
give younger learners practical tools to stay engaged and persist, especially during common EFL tasks
such as short readings, listening activities, and writing practice. In addition, the studies suggest that
SRL works best when cognitive supports (e.g., strategy instruction and monitoring tools) are combined
with motivational and emotional supports that help students manage frustration, sustain attention, and
maintain confidence when they face difficulty. This review has limitations. The included studies vary
in design and context, and many interventions were short-term, which limits how broadly the results
can be generalized. In some cases, the focus was placed on specific skills (e.g., reading or writing),
which may not fully capture how SRL develops across subjects or over time. Future research could
examine longer classroom implementations and explore how combining strategy instruction with
motivational and emotional supports influences SRL development across diverse student groups and
educational contexts, including sustained work in EFL classrooms.
Classroom interventions also show that structured guidance and teacher-led routines can strengthen
responsibility and strategic behaviour (Menéndez Santurio, 2025; Santiago Soriano, 2025), and
reflective thinking helps students explain what they did and why it worked (Guamán & Rivera Guamán,
2024). Overall, modeling and thinking aloud provide a practical bridge between SRL theory and
everyday classroom action (González-Suárez, 2022).
CONCLUSIONS
This systematic review analyzed and synthesized 28 studies published between 2021 and 2025 to
identify pedagogical strategies that support Self-Regulated Learning (SRL) in primary education, with
implications for EFL classrooms. The findings were organized into five categories: gamification and
virtual learning environments, explicit instruction and mnemonic supports, process-oriented writing and
monitoring, differentiated motivational strategies, and modeling through thinking-aloud practices.
Together, these results show that SRL can be strengthened through classroom practices that understand
regulation not as an individual trait learners simply process, but as a group of skills that can be
intentionally taught, practiced, and reinforced through everyday teaching.
Across categories, the same idea appears repeatedly: SRL is more likely to develop when classroom
tasks are structured in ways that help students set goals, monitor their progress, and reflect on what to
do next. Clear routines, formative feedback, and teacher guidance make the learning process visible and
give younger learners practical tools to stay engaged and persist, especially during common EFL tasks
such as short readings, listening activities, and writing practice. In addition, the studies suggest that
SRL works best when cognitive supports (e.g., strategy instruction and monitoring tools) are combined
with motivational and emotional supports that help students manage frustration, sustain attention, and
maintain confidence when they face difficulty. This review has limitations. The included studies vary
in design and context, and many interventions were short-term, which limits how broadly the results
can be generalized. In some cases, the focus was placed on specific skills (e.g., reading or writing),
which may not fully capture how SRL develops across subjects or over time. Future research could
examine longer classroom implementations and explore how combining strategy instruction with
motivational and emotional supports influences SRL development across diverse student groups and
educational contexts, including sustained work in EFL classrooms.
pág. 8314
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