Title: Review of Self-Regulated Learning Strategies in Second Language Writing from the Perspective of Educational Technology
Authors: Li Ma
Xiaoquan Pan
Volume: 10
Issue: 3
Pages: 186-192
Publication Date: 2026/03/28
Abstract:
In the context of the deep integration of globalization and informatization, the cultivation of second language (L2) writing competence faces challenges such as delayed feedback and insufficient learner autonomy. This study systematically reviews research progress on self-regulated learning (SRL) strategies in L2 writing from the perspective of educational technology. Grounded within the theoretical frameworks of social cognition and constructivism, it analyses technology-enabled mechanisms across four key dimensions: metacognitive, cognitive, motivational/affective, and social/behavioural. Findings indicate that intelligent writing platforms optimize metacognitive strategies through goal visualization and process monitoring; the corpus tools and the writing assistants of artificial intelligence enhance the efficiency of accessing linguistic resources; adaptive systems and affective computing technologies strengthen motivation regulation; while cloud collaboration and cross-cultural virtual communities deepen social regulation. Current limitations center on the fragmentation of technology implementation, ambiguities in cognitive mechanisms, and the lack of ethical guidelines. Future research should prioritize constructing generative AI-empowered dynamic SRL models, developing neuro-inclusive ecosystems, and establishing blockchain-based data sovereignty frameworks to foster a paradigm shift in L2 writing instruction from "skill training" to "strategic autonomy".