Self-Regulation and Academic Identity Formation in EFL Learners: An Applied Linguistics Perspective

Abstract

In recent years, learner-centered approaches in English as a Foreign Language (EFL) education have highlighted the importance of learners’ active involvement in managing their own learning processes. One of the central constructs in this regard is self-regulation, which refers to learners’ ability to plan, monitor, and evaluate their learning strategically and autonomously. Simultaneously, academic identity formation has gained increasing attention in applied linguistics, emphasizing how learners perceive themselves as legitimate participants in academic and educational communities. This paper explores the relationship between self-regulated learning and academic identity formation among EFL learners from an applied linguistics perspective. Adopting a qualitative and descriptive-analytical approach, the study draws on relevant theoretical and empirical literature to examine how self-regulatory strategies contribute to learners’ sense of agency, autonomy, and engagement within educational and cultural contexts. The analysis suggests that self-regulation not only facilitates more effective language learning but also plays a crucial role in shaping positive academic identities, enabling learners to actively negotiate meaning and position themselves within learning environments. The paper concludes that integrating self-regulation into language education can support both cognitive development and identity construction, offering important implications for EFL pedagogy and future research in applied linguistics.