A Systematic Literature Review on Technology-Assisted Self-Regulated Language Learning:
Tools, Challenges and Outcomes
Abstract
This systematic literature review (SLR) explores the role of technology in enhancing self-regulated language learning (SRLL) and identifies factors influencing its effectiveness. The review addresses three research questions: the types of technology used in SRLL studies, how technology facilitates SRLL, and the factors affecting the success of technology-enhanced SRLL. A total of 13 quantitative research articles published between 2019 and 2023 were selected from Web of Science and Scopus databases using specific inclusion and exclusion criteria. The findings reveal that various technological tools, including Learning Management Systems (LMS), mobile applications, online resources, and digital storytelling platforms, support SRLL. Most studies indicate that technology positively impacts learners’ self-regulation skills and academic outcomes, particularly through fostering autonomy and motivation. However, some studies report mixed results, suggesting that the effectiveness of technology-assisted SRLL depends on several factors. This review demonstrated that the key factors include tailoring content to learners’ profiles, enhancing motivation, providing educator support, considering learners’ interests, and ensuring policy support for technology integration. The review highlights the need for well-designed technology-assisted learning environments to maximise the potential benefits of SRLL and calls for further research to address inconsistencies in the literature.
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