This research study, conducted by Lía Trinidad Castrillón, Lina Marcela Jaramillo, and Luis Bayardo López, aimed to determine whether teaching English language learners to set SMART (Specific, Measurable, Achievable, Relevant, and Timely) goals would increase their self-efficacy. The study involved three groups of learners from different educational backgrounds in Colombia: 25 fourth graders, 19 ninth graders, and 30 eleventh graders. The research was carried out in a private school and two public schools, with the goal of enhancing their English speaking skills. The study utilized a mixed-methods approach, combining qualitative and quantitative data collection methods. Key instruments included surveys, pre- and post-tests on self-efficacy and goal setting, student and teacher journals, and lesson plans. The researchers implemented a pedagogical intervention that included an introductory lesson on self-directed learning, followed by lessons on goal setting and task analysis of small talk. The intervention was structured into a pre-stage, while-stage, and post-stage, with each stage focusing on different aspects of goal setting and language interaction. The results indicated that teaching learners to set SMART goals significantly improved their self-efficacy and motivation to learn English. The learners developed a better understanding of the language learning process and showed increased interaction both inside and outside the classroom. The study concluded that SMART goal setting is an effective strategy to enhance learners' self-efficacy and promote autonomous learning. The findings have pedagogical implications for English teachers, suggesting that implementing SMART goal setting can help learners become more engaged and motivated in their language learning.This research study, conducted by Lía Trinidad Castrillón, Lina Marcela Jaramillo, and Luis Bayardo López, aimed to determine whether teaching English language learners to set SMART (Specific, Measurable, Achievable, Relevant, and Timely) goals would increase their self-efficacy. The study involved three groups of learners from different educational backgrounds in Colombia: 25 fourth graders, 19 ninth graders, and 30 eleventh graders. The research was carried out in a private school and two public schools, with the goal of enhancing their English speaking skills. The study utilized a mixed-methods approach, combining qualitative and quantitative data collection methods. Key instruments included surveys, pre- and post-tests on self-efficacy and goal setting, student and teacher journals, and lesson plans. The researchers implemented a pedagogical intervention that included an introductory lesson on self-directed learning, followed by lessons on goal setting and task analysis of small talk. The intervention was structured into a pre-stage, while-stage, and post-stage, with each stage focusing on different aspects of goal setting and language interaction. The results indicated that teaching learners to set SMART goals significantly improved their self-efficacy and motivation to learn English. The learners developed a better understanding of the language learning process and showed increased interaction both inside and outside the classroom. The study concluded that SMART goal setting is an effective strategy to enhance learners' self-efficacy and promote autonomous learning. The findings have pedagogical implications for English teachers, suggesting that implementing SMART goal setting can help learners become more engaged and motivated in their language learning.