Self-regulated Learning in Second Language Education:A Synthesized Method of Bibliometrics and Scoping Review
The present study conducted a synthesized review of the literature on SRL in L2 settings over the past two decades.Drawing upon the Web of Science Core Collection database,this study initially employed bibliometrics to conduct a visualization analysis of 195 research papers on SRL in L2 contexts from 2005 to 2023.This analysis systematically examined the publication trends,research hotspots,and core authors.Then,using a scoping review approach,this study scrutinized 63 core empirical articles to further explore theoretical frameworks,research contexts,research scopes,and methodologies.The key findings are summarized as follows:(1)Research on SRL in L2 settings has developed into an essential topic with prolific studies on a range of themes;(2)Theoretical challenges arise from the ambiguous definition of SRL and terminological inconsistencies.The preponderance of sociocognitive theory in the literature restricts a multifaceted examination of SRL in L2 settings;(3)Most studies focus on tertiary-level participants,neglecting learners from diverse cultural backgrounds and age groups;(4)The bulk of empirical research focuses on L2 writing,with limited exploration of other language skills like reading,vocabulary,listening,and speaking among others;(5)Cross-sectional design is widely used with quantitative methods for data collection,while experimental or longitudinal studies are in urgent need.Recommendations for future studies are proposed,including extending theoretical frameworks to encompass sociocultural theory,language ecology,or complex dynamic systems theory,with a hope in broadening the research topics,such as exploring SRL of L2 across various linguistic proficiencies and sociocultural/educational backgrounds,or conducting longitudinal studies using various research methods to trace the development of SRL.
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