Self-regulated learning in technology-enhanced English learning at higher education context: systematic literature review

This study aims to systematically review self-regulated learning (SRL) assessment practices, key SRL strategies used by learners, and contextual factors that shape SRL in technology-enhanced English as a foreign language (EFL) higher education setting. Following the PRISMA framework, empirical studies were identified, screened, and systematically synthesized through thematic analysis. Findings from the review of 22 literature sources indicate that SRL research in the context of technology-mediated EFL relies heavily on quantitative and mixed-method designs, with standardized instruments such as the OSLQ, SOL-Q, and adapted SRL scales dominating the field. In terms of strategy use, goal setting, metacognitive regulation, and environmental structure emerged as the most prominent strategies, while cognitive-task strategies, help-seeking/social regulation, and affective-motivational regulation were less frequently emphasized. The review also identified four categories of influential factors: students, teachers, classrooms, and technology. Future research should adopt more diverse and methodologically robust approaches and explore how SRL is jointly formed through interactions between learners, instructors, peers, and digital tools, including through intervention studies that design and test pedagogical support to strengthen underdeveloped strategies.