Inspired by the increasing trend of continuing study to higher education in Indonesia, the researcher investigated the appliance of self-regulated learning strategies, which were applied by students of English Education study program at IKIP PGRI Pontianak. It is argued that most students consciously apply Self�Regulated Learning in their academic learning process to some degree and the model of self-regulated learning used in this study is modelled by Pintrich (2004).
This cross-sectional survey was carried out online in the academic year of 2020/2021, particularly the odd semester. The researcher obtained survey responses by using Motivated Learning Strategies Questionnaires (MSLQ) developed by
Pintrich and colleagues (1991) to 80 students—11 second-year students, 21 third�year students, and 48 senior-year students. These respondents were selected by using purposive sampling. The data analysis process was proceeded by descriptive statistics (mean score) to illustrate the trend of SRL strategies applied by the respondents.
Results found that the students were performing versatile learning strategies and have sufficient capability to apply SRL in their academic learning. The result also highlights fluctuating trends of the appliance on two phases of SRL (i.e., monitoring and control phases), which describes that students may perform the strategies inconsistently as they are enrolling in more terms and academic years.
The research does not identify the factors causing this to happen, however, studies suggest that the changing behaviors are most likely to appear over times, due to motivational aspects and students’ coping mechanism towards academic
procrastination and pressures. Nonetheless, students also tend to develop the awareness towards the self-regulatory learning over time, not only by their action but also the learning atmosphere or context. Several recommendations were made to students who plans for or already is studying in universities, and to people who work in educational setting.

Keywords: SRL strategies, academic learning, and learning strategy