Strategies to Strengthen Self-Regulation in EFL Primary School Classrooms

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.