A Systematic Review of Self-Regulation in Language Learning: Key Findings, Gaps, and Implications

Abstract

Self-regulated learning (SRL) has emerged as an important framework in understanding how learners control, manage, and evaluate their own learning processes in second language (L2) acquisition. This systematic review thoroughly examines 44 research articles published in the Web of Science (WoS) database between 2010 and 2025, focusing on the role and application of Self-Regulated Learning (SRL) in Second Language (L2) acquisition contexts. Following PRISMA guidelines, the initial search of the WoS Core Collection using specific terms yielded 149 records. Through a meticulous multi-stage screening process that involved removing non-articles, filtering by relevant subject categories, and excluding irrelevant studies, a final set of 44 articles was selected for full-text assessment and analysis. Data from these studies were extracted using a specialized matrix and analyzed through descriptive statistics, qualitative content analysis, and triangulation. The analysis shows that metacognitive strategies and motivational regulation play important roles in L2 learning and that SRL practices are increasingly used in both digital and traditional learning environments. It also identifies how learner characteristics, diverse learning environments significantly shape the implementation and effectiveness of SRL strategies. Furthermore, the review identifies significant research gaps in the existing literature, which inform implications for future scholarly endeavors. The review concludes by showing that SRL research in L2 contexts is predominantly grounded in quantitative designs and Zimmerman’s cyclical model, with increasing attention to motivational frameworks and technology-supported learning. It also identifies important research gaps related to methodological diversity, learner populations, and underexplored language skills, while offering implications for future research and language education.