A Systematic Literature Review of Language Learners’ Self-Regulated Learning in Ubiquitous Environments

Qian Zhou, and Hasnah Binti Mohamed
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Qian Zhou,: School of Education, Faculty of Social Sciences & Humanities, University of Technology Malaysia, 81310 UTM Skudai Johor Bahru, MALAYSIA
Hasnah Binti Mohamed: School of Education, Faculty of Social Sciences & Humanities, University of Technology Malaysia, 81310 UTM Skudai Johor Bahru, MALAYSIA

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 1837-1851

Abstract: This systematic literature review (SLR) focuses on the integration procedure of self-regulated learning (SRL) strategies for language learners in ubiquitous learning environments. The purpose of this review is to distil together the research findings, offer an evaluation of technologies used, and encompass the ambles and challenges of SRL. One of the purposes of this study is to conduct a wide search for scholarly articles published between the years of 2010 and 2023 to assess how different technologies, including, for example, mobile learning apps and learning management systems, promote or block SRL. The findings show that although ubiquitous learning opens up many possibilities, such as accessibility of learning and flexibility as far as the learners are concerned, the challenges, including emphasis on multitasking and the decline in the level of motivation among the learners, are also inevitable. The review identifies essential knowledge gaps in the literature, such as the lack of longitudinal studies and the underrepresentation of a diverse population. Nevertheless, future research and bringing to the forefront forthcoming trends like artificial intelligence and virtual reality are also shown in the piece, which indicates the directions for future research and new ways of understanding and implementing SRL. This review puts together the findings on self-regulatory practices in digital learning environments. It offers educationalists and developers some possible solutions to improve learning outcomes in an educational analysis that is increasingly digitalized.

Date: 2025
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