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SYSTEMATIC REVIEW article

Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1474689

A Bibliometric and Content Analysis of Strategy-Based Instruction and Self-Regulated learning in Second or For eign Language Teaching From 1994 to 2024

Provisionally accepted
Ruihua Chen Ruihua Chen 1Xiao Wang Xiao Wang 2*Kezhen Zhu Kezhen Zhu 1*
  • 1 Sichuan Normal University, Chengdu, China
  • 2 Chongqing City Management College, Chongqing, China

The final, formatted version of the article will be published soon.

    This study aims to explore the research themes and identify gaps on strategy-based instruction (SBI) and self-regulated learning (SRL) in language education, spanning the period from 1994 to 2024. Using a systematic review methodology, this study examines the empirical research in the SBI and SRL in English as second or foreign language teaching contexts published during this period. The review employs both bibliometric and content analysis to reveal current trends to facilitate understanding of the role of SBI and SRL in teaching practices. Using VOSviewer, a keyword co-occurrence analysis was conducted on 35 selected papers from Web of Science and Scopus databases. The bibliometric analysis reveals a shift in research focus from student self-development to the impact of learning strategies on students’ learning achievement. The content analysis indicates that studies have focused on writing instruction, enhancement of learners’ SRL, and technology-assisted instruction, with the latter showing potential for developing students’ SRL strategies. Overall, this study highlights the significance of integrating SBI and SRL into language education, offering insights into writing instruction, technology-assisted learning, and SRL development. It emphasizes the need for future research to explore specific skills, technology-assisted learning, longitudinal mixed-methods approach. This paper aims to serve as a useful resource for researchers and practitioners involved in research related to EFL and ESL teaching.

    Keywords: strategy-based instruction, self-regulated learning, English as second or foreign language teaching, bibliometric analysis, systematic review, Content Analysis

    Received: 02 Aug 2024; Accepted: 03 Jan 2025.

    Copyright: © 2025 Chen, Wang and Zhu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence:
    Xiao Wang, Chongqing City Management College, Chongqing, 401331, China
    Kezhen Zhu, Sichuan Normal University, Chengdu, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.