A SCOPING REVIEW OF SELF-REGULATION WITHIN TECHNOLOGY-MEDIATED LANGUAGE LEARNING
Keywords:
Self regulated learning, Technology-enhanced language learning, Web-based listening instructionAbstract
This study explores how self-regulated learning (SRL) is conceptualized and operationalized within Technology-Enhanced Language Learning (TELL), with particular emphasis on web-based listening instruction (WBLI). Through a qualitative scoping review, the study synthesizes conceptual, theoretical, and empirical research to map dominant frameworks, regulatory dimensions, and digital tools that support SRL in language learning. The findings reveal that although SRL is widely recognized as essential in digital environments, existing studies demonstrate fragmented conceptualizations, often emphasizing cognitive and metacognitive strategies while overlooking motivational, affective, behavioral, and socially mediated aspects. The review highlights that SRL in WBLI is dynamically shaped by interactions among learners, technological features, and learning tasks, rather than by internal strategies alone. Digital tools such as interactive transcripts, feedback dashboards, and reflective prompts offer meaningful support, yet their pedagogical integration remains inconsistent. The study proposes a more holistic, multidimensional perspective of SRL that incorporates cognitive regulation, emotional control, co-regulation, strategic transfer, and ecological management. This synthesis contributes to a clearer conceptual foundation for designing SRL-supportive digital listening environments and offers guidance for future research and instructional innovation.References
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