Self-regulated learning in ESL/EFL contexts: a methodological exploration

Abstract The present systematic review provides an overview and analysis of methodological underpinnings of self-regulated learning (SRL) research in ESL/EFL contexts. A search of five academic databases was conducted for studies published from 2017 to 2022. Adopting Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the search yielded 31 studies conducted in various countries and educational settings. Informed by a 16-item coding scheme, the analysis found that SRL research is more nested within higher education. The results provided evidence to substantiate the idea that quantitative approaches towards SRL research is in the ascendency. Experimental and survey designs were identified as the most preferred research designs. The results revealed an absolute dominance of questionnaire/scale as the most frequently utilised data collection instrument. As for data analysis software, SPSS and Mplus were applied in the majority of studies. The results demonstrated that correlation, confirmatory factor analysis (CFA), and structural equation modelling (SEM) were among the most widely applied statistical tests. Finally, writing, compared to other language skills/subskills, was found to receive a surge of interest in SRL research. The study concludes with some suggestions for further future research.