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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.

Keywords

Computer-Assisted Language Learning (CALL) Learner Autonomy Learning Management Systems (LMS) Mobile-Assisted Language Learning (MALL) Self-Regulated Learning (SRL) Technology-Assisted Learning

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Noori, A. (2025). Digital Technologies and Self-Regulated Language Learning: A Systematic Review . Journal of Social Sciences - Kabul University, 8(1), 243–263. https://doi.org/10.62810/jss.v8i1.323
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