Exploring EFL Instructors’ Strategies and challenges for learners Autonomy and Self-regulation in blended learning contexts in Chile

This research examines the perceptions of Chilean EFL teachers concerning the strategies and barriers to autonomy and self-regulation within a blended learning framework. With the increasing popularity of digital learning in language teaching in Chile, blended learning is not an exception; however, it raises the question of how practical this approach is in helping learners to self-manage their academic work through various engagement modalities online and in-person. This qualitative exploratory study also collected data through thirty open-ended questionnaires and six in-depth interviews with EFL instructors from different educational settings. Content analysis revealed four key strategies to support autonomy: goal-setting and planning, scaffolding with clear instructions, reflective practices, and technology to enhance exposure and practice integration. Teachers, however, also reported persistent challenges, such as students being at different readiness levels, digital and structural barriers to engagement, motivational issues, and increased workload. As the findings suggest, Chilean EFL teachers seem to employ contextual strategies derived from the literature relevant to their teaching realities; however, those strategies are extensively constrained by organizational and socio-cultural factors. This work enhances the knowledge of blended pedagogy in EFL. It emphasizes the need for tailored professional training, blended pedagogy frameworks, and comprehensive, multifaceted policy approaches to promote self-directed learning within the instructional context. These results impact curriculum design, educational policy, and teacher education in higher education institutions in Chile. In Chile, where blended learning has increasingly been promoted by the Ministry of Education, there is still scarce empirical research which addresses its impact on learner autonomy and self- regulation. This research responds to the gap by examining the Chilean context.