This study explores a dialogic approach between the faculty and the pre-service teachers of English for there seems to be an epistemological void in the interpretation of this relationship. On the one hand, the learner in the program under study, expects the teacher to transmit knowledge. On the other, the faculty dogmatizes its roles and actions, and they both miss the opportunity to develop the potential of quality communication. Vygotsky’s (1978, 1986) ZPD, and selfregulating strategies as well as Lantolf's (2000) socio-cultural theory have shed light on this inquiry that deals with an attempt to modify the communicative interaction in which pre-service teachers learn to set their own goals monitor them, as they gain awareness of their progress towards autonomy. For the qualitative study eight professors and thirty eight undergraduate TEFL trainees have participated. Self-regulation and tutoring have been scrutinized in focus groups by means of surveys (appendix 1), field notes, video taping and audiorecording (6 samples are analyzed) of classes and of tutoring sessions. The inquiry hopes to find the ways in which a dialogic approach in tutoring may allow the faculty and the learners to trace a learning path for the target language (TL). Preliminary results suggest that the faculty requires to become responsive to the trainees' needs, interests, learning styles and strategies. This paper addresses the question: How may a dialogic approach promote self-regulation in tutoring to develop autonomy in foreign language learning? The literature review draws mainly on Vygotsky’s Zone of Proximal Development (1978) and on selfregulation (1986; Lantolf’s socio-cultural approach (2000) and Autonomous language Learning (Holec, 1981; Little, 1990; Nunan, 1997.). The paper closes with a discussion of the preliminary results.