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Shotaro Ueno

Kanda University of International Studies, Japan

 

Osamu Takeuchi

Kansai University, Japan

 

Yukie Shinhara

Kwansei Gakuin University, Japan

 

Abstract

Self-regulated learning (SRL) has garnered significant attention in second/foreign language (L2) research, expanding from the study of learning strategies to diverse contexts. However, since Rose et al.’s review (2018), few studies have thoroughly examined how SRL research has been carried out in L2, leaving the landscape of L2 SRL research somewhat nebulous. To address this gap, we conducted a systematic review to elucidate how L2 SRL studies have been conducted between 2017 and 2023. Our results revealed that while some studies were conducted in European and other contexts, the vast majority of studies were conducted in an Asian context, with a pronounced concentration in China and Hong Kong. There was a predominant focus on writing and quantitative research methods. Studies tended to use learning strategies, self-efficacy, and motivation as determinants of learners’ SRL. The relationships between these variables varied depending on the learners’ level of education, learning contexts, and target skills. Based on these findings, implications for future research were provided.

 

Keywords

Self-regulated learning, metacognitive dimension, behavioral dimension, affective dimension, social dimension