Abstract
Self-regulated language learning (SRLL) plays a crucial role in the language development of Chinese college English as a Foreign Language (EFL) learners. This study presents a systematic literature review aimed at identifying the key variables associated with SRLL among Chinese college EFL learners. By conducting an extensive search of the Web of Science and Scopus databases, 88 relevant research articles were analyzed to gain insights into the effectiveness of SRLL in this context. Through a meticulous analysis of the target articles, this review uncovers the essential variables that shape the landscape of SRLL in the context of China’s tertiary education. To examine the interrelationship among these variables, this study utilized Partial Least Squares Structural Equation Modeling (PLS-SEM) for a comprehensive quantitative analysis. PLS-SEM enables a robust examination of multiple variables simultaneously, making it an ideal statistical technique for analyzing the complex dynamics of SRLL. By identifying the crucial factors that drive the SRLL process, researchers and educators can develop targeted interventions to enhance language learning outcomes among Chinese college EFL learners. Moreover, this research will shed light on the existing gaps in the literature and pave the way for future investigations in areas such as technology-assisted learning, individual differences, and the relationship between self-regulation and language proficiency. By unraveling the complexities of SRLL among Chinese college EFL learners, this study strives to empower educators and researchers with valuable insights to foster successful language acquisition and proficiency.
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