The research aimed to recognize the effects of strengthening self-regulated learning in argumentation. The methodology was qualitative and used the parameters of action research. The work unit was made up of twenty-seven Law students at the University of Atacama–Chile. The results show that significant progress was made regarding the creation of arguments and thephases of self-regulated learning. It is concluded that self-regulated learning contributes to the improvement of argumentation, so it is necessary to continue building and applying strategies for its strengthening.