Objective: to inquire if the use of ICTS as a pedagogical approach could be considered as a factor associated to the self-efficacy and to the processes of metacognitive regulation in the English language learning, in two groups of students of on-site and online education programs from the Instituto para el Servicio del Aprendizaje (SENA). Methodology: quantitative approach in which 378 volunteer students from SENA in the on-site and online education programs were participants. Results: the results showed that there are not differences between the two types of education regarding the assessment of this task. Nevertheless, concerning the self-efficacy beliefs, certain differences were observed between both types of education, in which the presence of positive self-efficacy was stronger in the on-line education program. Similarly, relationships between the self-efficacy beliefs and the learning self-regulation processes were found, observing that the self-efficacy beliefs operate as predictors of the self-regulation process. Conclusion: the self-efficacy beliefs foster the development of activities and competences along with the influence they exert at the different levels of goal achievement. While the lowest levels promote the avoidance of activities or complex environments that become an obstacle in the development of capacities.