Three Windows Into Self‐Regulated Learning: A Multimodal Triangulation Approach in <scp>EFL</scp> Classrooms

ABSTRACT Accurately assessing students' self‐regulated learning remains a persistent challenge due to the construct's complexity and the limitations of individual measurement methods. This study explores the reliability and meaningfulness of assessing upper‐secondary students' SRL in English as a Foreign Language classrooms using a convergent triangulation design. Integrating behavioural observation, self‐report questionnaires, and teacher judgements, the research examines the convergence of these methods and their predictive power for academic outcomes. The study involved 14 Estonian students and applied both within‐ and cross‐case analyses. While each method provided complementary insights, notable discrepancies emerged, particularly between observed behaviours and self‐reported data. Teacher judgements demonstrated the strongest correlation with academic performance, although all methods were shaped by contextual and methodological limitations. The findings highlight the multifaceted nature of SRL and underscore the need for multimodal assessment strategies that acknowledge the interplay between methods. Triangulation, in this context, is conceptualised not as a means to confirm results but as a framework for obtaining a richer and more nuanced understanding of learner self‐regulation. Recognising the limitations of single‐method approaches, this study underscores the necessity of multimodal triangulation, one that accounts for contextual variables and integrates complementary data sources, to capture the complex interplay of cognitive and motivational dimensions in SRL.