Technology-Supported Self-Regulated Language Learning: A Systematic Review

Abstract

In this study, studies on technology-supported self-regulated language learning conducted between 2011 and 2022 are examined in terms of subject and focus points, applied techniques, and research findings. Thirty studies are addressed in this context. The findings of numerous original studies are synthesized and merged by using systematic review. The content analysis method was used to analyze the data. With this method, the data were coded by categorizing them into themes. The findings demonstrated that using technology in self-regulated language learning improves and promotes students' language learning in affective, linguistic, metacognitive, cognitive, and sociocultural areas. Thematically, studies focused mostly on affective and linguistic aspects. The research primarily used quantitative and mixed approaches as methodology. The findings revealed that, from an affective standpoint, the use of technology favorably influences learners' attitudes, motivation, and perceptions toward self-regulated language learning. Linguistically learners' language skills improved and language-learning outcomes progressed positively. In metacognitive terms, students' ability to plan their own learning increased. It is determined that learning cooperatively in the sociocultural sense improves self-regulated language learning. In terms of cognition, using cognitive strategies is found to support technology-supported self-regulated language learning. The study ends with some implications for doing more practical studies on the use of technology in self-regulated language learning.