Self-Regulated Language Learning and Generative AI: A Systematic Review

This systematic review aims to investigate the integration of generative artificial intelligence tools within foreign and second language (L2) education contexts and their influence on learners' self-regulated learning. Adhering to the PRISMA and PICO protocols, the review encompasses five empirical studies. These studies were systematically coded and analyzed employing a two-cycle coding approach. The findings regarding the research context indicate that most of the included studies adopted an experimental design, primarily involving university-level English as a Foreign Language (EFL) learners. ChatGPT emerged as the most frequently utilized GenAI tool, and English was the dominant target language. Across the studies, self-regulated learning was examined through cognitive, affective, motivational, and metacognitive processes. Key outcomes included learners’ high acceptance of GenAI tools, reports of increased cognitive load while using ChatGPT, and overall positive impacts of GenAI integration on self-regulated learning processes. The paper concludes by offering insights for educators and proposing recommendations for future research.