Despite the growing number of studies on technology-assisted self-regulated language learning (SRLL), little is known about the development of technology-assisted SRLL studies. In addition, there was a lack of updated review with the focus on the ways of technology-enhanced SRLL. This systematic literature review aims to address the research gap related to how technology “assisted” self-regulated language learning. The review covers 24 empirical studies focusing on technology-assisted SRLL published from 2011 to 2020. Content analysis shows (1) desktop computers were adopted in most cases;(2) four types of interventions that technologies provided, in which prompts and hints were mostly applied aiming at strengthening students’ inherent SRLL skills; and (3) the role of technologies in supporting students’ SRLL. The findings have implications for future research into applying more mobile applications and using technologies to facilitate the whole process of students’ SRLL and support SRL strategies. Copyright © 2021 Global Chinese Conference on Computers in Education.
|Title of host publication||Conference proceedings (English paper) of the 25th Global Chinese Conference on Computers in Education (GCCCE 2021)|
|Editors||Siu Cheung KONG, Qiyun WANG, Ronghuai HUANG, Yanyan LI, Ting-Chia HSU|
|Place of Publication||Hong Kong|
|Publisher||Centre for Learning, Teaching and Technology, The Education University of Hong Kong|
|Publication status||Published - 2021|
CitationYang, Y., & Song, Y. (2021). How did technologies “assist” self-regulated language learning?: A systematic review of research from 2011 to 2020. In S. C. Kong, Q. Wang, R. Huang, Y. Li, & T.-C. Hsu (Eds.), Conference proceedings (English paper) of the 25th Global Chinese Conference on Computers in Education (GCCCE 2021) (pp. 51-58). Hong Kong: Centre for Learning, Teaching and Technology, The Education University of Hong Kong.
- Self-regulated language learning (SRLL)
- Self-regulated learning (SRL) strategies
- PG student publication