محتوای اصلی مقاله
چکیده
این مقاله به بررسی نقش فناوریهای دیجیتال در تسهیل یادگیری زبان بهصورت خودتنظیم میپردازد و تمرکز آن بر شناسایی ابزارها، راهبردها، و تأثیر آنها بر خودمختاری زبانآموزان و مهارتهای زبانی آنان است. این مطالعه مرور نظاممند با پیروی از رهنمودهای PRISMA انجام شده و یافتههای مطالعات انجامشده بین سالهای ۲۰۱۰ تا ۲۰۲۵، از پایگاههای مانند Web of Science، Scopus، ERIC، ProQuest و Google Scholar گردآوری و تحلیل گردیده است. تحلیل دادهها سه محور اصلی را نمایان ساخت: (۱) ابزارهای تکتالوژیکی در یادگیری خودتنظیم زبان، (۲) راهبردهایی برای تقویت خودمختاری زبانآموزان، و (۳) تأثیر یادگیری خودتنظیم با پشتیبانی تکنالوژی بر مهارتهای زبانی. ابزارهایی چون یادگیری زبان با کمک موبایل (MALL)، یادگیری زبان با کمک کمپیوتر (CALL)، و سیستمهای مدیریت یادگیری (LMS) محیطهای تعاملی، تطبیقی و مشارکتی را فراهم ساختهاند که به تقویت رفتارهای یادگیری خودتنظیم منجر میشوند. یافتهها نشان داد که تکنالوژیهای دیجیتال از یادگیری خودمختار پشتیبانی میکنند، و در افزایش انگیزه زبانآموزان و بهبود عملکرد زبانی آنان نقش دارند. این مطالعه در پایان پیامدهای آموزشی را بررسی کرده و بر لزوم ادغام راهبردمند تکنالوژی در آموزش زبان تأکید میورزد.
کلمات کلیدی
جزئیات مقاله
حق نشر 2025 مجله علمی- تحقیقی علوم اجتماعی پوهنتون کابل

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منابع
- Abd Halim, N., Ghulamuddin, N. J. A., Obaid, A., Ghazali, A. S., & Jah, N. J. A. (2024). A Systematic Literature Review on Technology-Assisted Self-Regulated Language Learning. Gading Journal for the Social Sciences (e-ISSN 2600-7568), 27, 163-174. https://doi.org/10.24191/gading.v27i0.542
- Andrade, M. S., & Evans, N. W. (2015). Principles and practices for response in second language writing: Developing self-regulated learners. Routledge.
- Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84–94. https://doi.org/10.1080/00461520.2015.1004069 DOI: https://doi.org/10.1080/00461520.2015.1004069
- Baker, M., & Lund, K. (2019). Socio-cognitive dynamics in collaborative learning. Computers & Education, 138, 1–12. https://doi.org/10.1016/j.compedu.2019.04.009 DOI: https://doi.org/10.1016/j.compedu.2019.04.012
- Bannert, M., Reimann, P., & Sonnenberg, C. (2014). Process mining techniques for analyzing patterns and strategies in students’ self-regulated learning. Metacognition and Learning, 9(2), 161–185. https://doi.org/10.1007/s11409-013-9107-6 DOI: https://doi.org/10.1007/s11409-013-9107-6
- Benson, P. (2013). Teaching and researching: Autonomy in language learning (2nd ed.). Routledge. DOI: https://doi.org/10.4324/9781315833767
- Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning (2nd ed.). Georgetown University Press.
- Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning: center for the study of learning and instruction, Leiden University, The Netherlands, and KU Leuven. In Handbook of self-regulation of learning and performance (pp. 422-439). Routledge.
- Burston, J. (2014). MALL: the pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539 DOI: https://doi.org/10.1080/09588221.2014.914539
- Chen, X., & Li, M. (2010). Learner autonomy in second language acquisition. Journal of Language Teaching and Research, 1(5), 619–625. DOI: https://doi.org/10.4304/jltr.1.2.175-176
- Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01
- Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge. DOI: https://doi.org/10.4324/9780429485893
- Godwin-Jones, R. (2018). Second language writing online: An update. Language Learning & Technology, 22(3), 1–20. https://dx.doi.org/10125/44574
- Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25. https://doi.org/10125/44667
- Godwin-Jones, R. (2021). Evolving technologies for language learning. Language Learning & Technology, 25(3), 6–26. http://hdl.handle.net/10125/73443 DOI: https://doi.org/10.1017/S1366728921000547
- Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In J. E. Díaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning 1–20 https://doi.org/10.1163/9781780526478_002 DOI: https://doi.org/10.1163/9781780526478_002
- Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://10.1017/S0958344008000335 DOI: https://doi.org/10.1017/S0958344008000335
- Lai, C. (2019). Learning beliefs and autonomous language learning with technology beyond the classroom. Language Awareness, 28(4), 291–309. https://doi.org/10.1080/09658416.2019.1675679 DOI: https://doi.org/10.1080/09658416.2019.1675679
- Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335. https://doi.org/10.1080/09588221.2011.568417 DOI: https://doi.org/10.1080/09588221.2011.568417
- Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318. https://doi.org/10.1017/S0958344017000258 DOI: https://doi.org/10.1017/S0958344017000258
- Lee, J., & Cho, K. (2020). Technology-supported self-regulated learning in EFL environments. Educational Technology Research and Development, 68(3), 1285–1304. https://doi.org/10.1007/s11423-020-09764-z
- Li, F., Fan, S., & Wang, Y. (2022). Mobile-assisted language learning in Chinese higher education context: A systematic review from the perspective of the situated learning theory. Education and Information Technologies, 27(7), 9665-9688. https://doi.org/10.1007/s10639-022-11025-4 DOI: https://doi.org/10.1007/s10639-022-11025-4
- Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Bmj, 339. https://doi.org/10.1136/bmj.b2535 DOI: https://doi.org/10.1136/bmj.b2535
- Noori, A. (2025). Gamification and Social Media: Transforming English Grammar Learning in EFL Classrooms. Journal of Social Sciences & Humanities, 2(1), 86-100. https://doi.org/10.62810/jssh.v2i1.60 DOI: https://doi.org/10.62810/jssh.v2i1.35
- Noori, A., & Azimi, A. (2023). From boredom to excitement: unleashing motivation with Kahoot in English language learning. Erudita: Journal of English Language Teaching, 3(2), 191-203. https://doi.org/10.28918/erudita.v3i2.1141 DOI: https://doi.org/10.28918/erudita.v3i2.1141
- Noori, A. (2019). Attitudes of Afghan EFL Lecturers Toward Instructional Technology. TechTrends 63, 170–178. https://doi.org/10.1007/s11528-018-0347-9 DOI: https://doi.org/10.1007/s11528-018-0347-9
- Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge. https://doi.org/10.4324/9781315719146 DOI: https://doi.org/10.4324/9781315719146
- Reinders, H. (2020). Digital language learning beyond the classroom. Language Learning & Technology, 24(3), 1–10.
- Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143– 154. Retrieved from Link
- Stockwell, G. (2016). Mobile language learning. In F. Farr & L. Murray (Eds.), The Routledge Handbook of Language Learning and Technology (pp. 296–307). Routledge.
- Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied linguistics, 27(1), 78-102. https://doi.org/10.1093/applin/ami046 DOI: https://doi.org/10.1093/applin/ami046
- Vesselinov, R., and Greg, J. (2012). "Duolingo effectiveness study." City University of New York, USA. 28.1-25 Retrieved from: Link
- Warschauer, M., & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of Web 2.0. Annual Review of Applied Linguistics, 27, 1–23. https://doi.org/10.1017/S0267190508070013 DOI: https://doi.org/10.1017/S0267190508070013
- Yalçın, C. (2024). Technology-Supported Self-Regulated Language Learning: A Systematic Review. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 461-480. https://doi.org/10.17679/inuefd.1396935 DOI: https://doi.org/10.17679/inuefd.1396935
- Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of educational research, 86(4), 1052-1084. https://doi.org/10.3102/0034654316628645 DOI: https://doi.org/10.3102/0034654316628645
- Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7 DOI: https://doi.org/10.1016/B978-012109890-2/50031-7
منابع
Abd Halim, N., Ghulamuddin, N. J. A., Obaid, A., Ghazali, A. S., & Jah, N. J. A. (2024). A Systematic Literature Review on Technology-Assisted Self-Regulated Language Learning. Gading Journal for the Social Sciences (e-ISSN 2600-7568), 27, 163-174. https://doi.org/10.24191/gading.v27i0.542
Andrade, M. S., & Evans, N. W. (2015). Principles and practices for response in second language writing: Developing self-regulated learners. Routledge.
Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84–94. https://doi.org/10.1080/00461520.2015.1004069 DOI: https://doi.org/10.1080/00461520.2015.1004069
Baker, M., & Lund, K. (2019). Socio-cognitive dynamics in collaborative learning. Computers & Education, 138, 1–12. https://doi.org/10.1016/j.compedu.2019.04.009 DOI: https://doi.org/10.1016/j.compedu.2019.04.012
Bannert, M., Reimann, P., & Sonnenberg, C. (2014). Process mining techniques for analyzing patterns and strategies in students’ self-regulated learning. Metacognition and Learning, 9(2), 161–185. https://doi.org/10.1007/s11409-013-9107-6 DOI: https://doi.org/10.1007/s11409-013-9107-6
Benson, P. (2013). Teaching and researching: Autonomy in language learning (2nd ed.). Routledge. DOI: https://doi.org/10.4324/9781315833767
Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning (2nd ed.). Georgetown University Press.
Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning: center for the study of learning and instruction, Leiden University, The Netherlands, and KU Leuven. In Handbook of self-regulation of learning and performance (pp. 422-439). Routledge.
Burston, J. (2014). MALL: the pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539 DOI: https://doi.org/10.1080/09588221.2014.914539
Chen, X., & Li, M. (2010). Learner autonomy in second language acquisition. Journal of Language Teaching and Research, 1(5), 619–625. DOI: https://doi.org/10.4304/jltr.1.2.175-176
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01
Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge. DOI: https://doi.org/10.4324/9780429485893
Godwin-Jones, R. (2018). Second language writing online: An update. Language Learning & Technology, 22(3), 1–20. https://dx.doi.org/10125/44574
Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25. https://doi.org/10125/44667
Godwin-Jones, R. (2021). Evolving technologies for language learning. Language Learning & Technology, 25(3), 6–26. http://hdl.handle.net/10125/73443 DOI: https://doi.org/10.1017/S1366728921000547
Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In J. E. Díaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning 1–20 https://doi.org/10.1163/9781780526478_002 DOI: https://doi.org/10.1163/9781780526478_002
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://10.1017/S0958344008000335 DOI: https://doi.org/10.1017/S0958344008000335
Lai, C. (2019). Learning beliefs and autonomous language learning with technology beyond the classroom. Language Awareness, 28(4), 291–309. https://doi.org/10.1080/09658416.2019.1675679 DOI: https://doi.org/10.1080/09658416.2019.1675679
Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335. https://doi.org/10.1080/09588221.2011.568417 DOI: https://doi.org/10.1080/09588221.2011.568417
Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318. https://doi.org/10.1017/S0958344017000258 DOI: https://doi.org/10.1017/S0958344017000258
Lee, J., & Cho, K. (2020). Technology-supported self-regulated learning in EFL environments. Educational Technology Research and Development, 68(3), 1285–1304. https://doi.org/10.1007/s11423-020-09764-z
Li, F., Fan, S., & Wang, Y. (2022). Mobile-assisted language learning in Chinese higher education context: A systematic review from the perspective of the situated learning theory. Education and Information Technologies, 27(7), 9665-9688. https://doi.org/10.1007/s10639-022-11025-4 DOI: https://doi.org/10.1007/s10639-022-11025-4
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Bmj, 339. https://doi.org/10.1136/bmj.b2535 DOI: https://doi.org/10.1136/bmj.b2535
Noori, A. (2025). Gamification and Social Media: Transforming English Grammar Learning in EFL Classrooms. Journal of Social Sciences & Humanities, 2(1), 86-100. https://doi.org/10.62810/jssh.v2i1.60 DOI: https://doi.org/10.62810/jssh.v2i1.35
Noori, A., & Azimi, A. (2023). From boredom to excitement: unleashing motivation with Kahoot in English language learning. Erudita: Journal of English Language Teaching, 3(2), 191-203. https://doi.org/10.28918/erudita.v3i2.1141 DOI: https://doi.org/10.28918/erudita.v3i2.1141
Noori, A. (2019). Attitudes of Afghan EFL Lecturers Toward Instructional Technology. TechTrends 63, 170–178. https://doi.org/10.1007/s11528-018-0347-9 DOI: https://doi.org/10.1007/s11528-018-0347-9
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge. https://doi.org/10.4324/9781315719146 DOI: https://doi.org/10.4324/9781315719146
Reinders, H. (2020). Digital language learning beyond the classroom. Language Learning & Technology, 24(3), 1–10.
Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143– 154. Retrieved from Link
Stockwell, G. (2016). Mobile language learning. In F. Farr & L. Murray (Eds.), The Routledge Handbook of Language Learning and Technology (pp. 296–307). Routledge.
Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied linguistics, 27(1), 78-102. https://doi.org/10.1093/applin/ami046 DOI: https://doi.org/10.1093/applin/ami046
Vesselinov, R., and Greg, J. (2012). "Duolingo effectiveness study." City University of New York, USA. 28.1-25 Retrieved from: Link
Warschauer, M., & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of Web 2.0. Annual Review of Applied Linguistics, 27, 1–23. https://doi.org/10.1017/S0267190508070013 DOI: https://doi.org/10.1017/S0267190508070013
Yalçın, C. (2024). Technology-Supported Self-Regulated Language Learning: A Systematic Review. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 461-480. https://doi.org/10.17679/inuefd.1396935 DOI: https://doi.org/10.17679/inuefd.1396935
Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of educational research, 86(4), 1052-1084. https://doi.org/10.3102/0034654316628645 DOI: https://doi.org/10.3102/0034654316628645
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7 DOI: https://doi.org/10.1016/B978-012109890-2/50031-7