Uncovering the practice of self-regulated grammar learning at the undergraduate level: the strengths and the pitfalls

The self-control of self-regulated learning as a supporter of academic aspects has its challenges for undergraduate students amidst their overloaded activities and schedules, especially in learning English grammar, which is often considered complex and challenging. A qualitative study was conducted to delve deeply into students’ self-regulated grammar learning experiences, including self-control management, strengths, and pitfalls in the form of challenges or difficulties experienced by students. Participants from different English study programs were seven English Education students and five English Literature students at UIN Sunan Ampel Surabaya. The study found various student self-controls, including task strategies, self-instruction, imagery, time management, environmental management, help-seeking, interest incentives, and self-consequences adjusted to various student activities, needs, and interests. This study also found various pitfalls categorized into four dimensions. Metacognitive dimensions include planning, organizing, monitoring, and evaluating; cognitive dimensions include processing materials and information; affective-motivational dimensions include regulating emotions and motivation; and social dimensions include interactions with surrounding individuals in the learning setting. However, despite the many pitfalls students face, self-control has many positive strengths that fully support the success of self-regulated grammar learning. Such as increased self-regulation, learning effectiveness through better processing of learning content, and motivation from independently choosing a learning environment according to interests and needs. The findings of this study can be used to develop grammar learning in the future.