Navigating Online Learning: Insights into Challenges and Self‑Regulated Learning Among Ecuadorian Pre-service EFL Educators Navegando el aprendizaje en línea: perspectivas sobre desafíos y el aprendizaje autorregulado entre futuros docentes de Inglés Ecuatorianos

Resumen

This research explores the obstacles faced by Ecuadorian pre-service EFL instructors in an online education setting and techniques they employ to manage these challenges. A mixed-methods questionnaire was administered to 150 individuals at a university in Ecuador. Results reveal a twofold scenario: although participants show organizational and cognitive Self-Regulated Learning abilities, they encounter considerable difficulties in the emotional aspect. Their main challenges involve meaningful personal engagement, difficulty maintaining motivation and focus, and irregular follow-through on their carefully designed plans. This trend indicates that pre-service teachers understand how to manage themselves but are hindered by the situational seclusion present in the adaptable online setting. This study adds to the literature by highlighting an essential demand for instructional intervention that goes beyond mere technical and language education. Institutions must prioritize integrating explicit Self-Regulated Learning instruction into the curriculum, focusing directly on emotional regulation, motivational maintenance, and fostering a robust sense of community and peer mentoring to fully equip future educators with the self-regulatory competence essential for their professional success.