Main Article Content
Abstract
This study examined the role of digital technologies in facilitating self-regulated language learning (SRL), with a focus on identifying effective strategies and their impact on learner autonomy and language proficiency. Following the PRISMA guidelines, the review synthesized findings from peer-reviewed studies published between 2010 and 2025, drawn from databases, including Web of Science, Scopus, ERIC, ProQuest, and Google Scholar. The analysis uncovered three key themes: (1) technology tools supporting SRL, (2) strategies for promoting learner autonomy, and (3) the impact of technology-enhanced SRL on language proficiency. Tools such as Mobile-Assisted Language Learning (MALL), Computer-Assisted Language Learning (CALL), and Learning Management Systems (LMS) have been found to provide interactive, adaptive, and collaborative environments that enhance Self-Regulated Learning (SRL). The findings revealed that digital technologies support autonomous learning and contribute to increased learner motivation and improved language performance. The study concludes with pedagogical implications, emphasizing the need for strategic integration of technology and learner training to optimize outcomes.
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References
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- 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
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- 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
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- 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
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- 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
References
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