This dissertation deals with a construct which appears to be truly important for academic achievement as well as english language learning. This construct is identified as self-regulation or self-regulated learning. This work contains information about the main trends and theoretical perspectives that have been developed to understand self-regulated learning. The main objective of this dissertation was to understand to what extent learners of english as a foreign language in a specific context use or are aware of their capacity to self-regulate their learning. Three instruments were used to collect the information that would help the researchers understand how the group of participants perceive their use of self-regulatory strategies to enhance their learning.