This systematic review investigates how self-regulated learning (SRL) is conceptualized and studied within blended English as a Foreign Language (EFL) contexts in higher education between 2020 and 2025. Following PRISMA 2020 guidelines, a comprehensive search was conducted in Web of Science and Google Scholar, resulting in 19 empirical studies that met the inclusion criteria. The Mixed Methods Appraisal Tool (MMAT 2018) was used to assess study quality. Data were extracted and thematically analyzed to address three research questions: the theoretical frameworks used, the methodological designs adopted, and the research gaps identified. Results show that while most studies applied SRL theories such as Zimmerman’s (2000) cyclical model and Pintrich’s (2000) framework, theoretical integration remains fragmented. Quantitative approaches dominate, often relying on self-report questionnaires, though mixed-methods studies are increasing. Key research gaps include a lack of longitudinal and intervention-based studies, insufficient contextual descriptions of blended environments, limited attention to learner diversity, and underexploration of instructor roles. The findings highlight the need for more theory-driven, methodologically rigorous, and context-sensitive research to advance understanding of SRL in digitally mediated language education.
Yaman et al. (2025) studied this question.