Technology-enhanced self-regulated second language learning interventions: A systematic review

Self-regulated learning (SRL) is crucial to academic success and lifelong learning. Thus, considerable attention has been directed to cultivating students’ self-regulated second language learning (SRLL). Technology has been integrated into SRLL interventions to enhance the innovativeness and effectiveness in promoting SRLL for the past decade. This paper intends to give an overview of empirical studies on technology-enhanced SRLL interventions on three aspects: (a) how is technology incorporated into SRLL interventions; (b) how effective are technology-enhanced SRLL interventions; and (c) what instructional design features are critical. The review was based on 57 empirical studies from 2012 to 2024. The review revealed three types of technology-enhanced SRLL interventions: technology-supplemented SRLL intervention (i.e., technology as a space for immersive SRLL practice to supplement SRLL strategy training), technology-delivered SRLL intervention (i.e., technology as a tool for delivering SRLL strategy training), and technology-amplified SRLL intervention (i.e., technology as a pedagogical amplifier of SRLL practice without providing strategy training). The effect of technology-enhanced SRLL interventions on SRL and second language learning, although positive in general, varied across the three types. Different design features are essential to the three types too. The review generated a framework of critical design features for each type of technology-enhanced SRLL intervention.