SynthesisFrontiers in psychology2025
A bibliometric and content analysis of strategy-based instruction and self-regulated learning in second or foreign language teaching from 1994 to 2024.
Synthesis in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Enhancing Writing Self-Regulation and Metacognitive Awareness Through Structured Free Writing: A Mixed-Methods Study.Journal of Intelligence · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: 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. Methods: 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. Results: 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. Discussion: 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.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.