The Impact of Artificial Intelligence on Self-Regulated Language Learning in Higher Education: A Systematic Review (2022–2025)
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This PRISMA‑guided systematic review synthesizes evidence (Web of Science & Scopus; searches closed 31 Aug 2025) on how Artificial Intelligence (AI) influences self‑regulated language learning (SRLL) in higher education. Twenty‑three studies (56.5% published in 2025; 47.8% conducted in China; 56.5% mixed‑methods) met the criteria (2022–2025; university EFL/FL). Across nine AI‑vs‑traditional comparisons, eight (88.9%) reported statistically significant SRL gains favouring AI. Thematic synthesis indicates that GenAI scaffolds cognitive/metacognitive regulation (planning, monitoring, reflection), enhances motivation and reduces anxiety, while challenges include over‑reliance, uneven feedback quality, and the need for teacher guidance and governance. Experimental evidence also shows positive effects on writing, speaking, reading, vocabulary, and grammar. We argue that sustainable impact depends on socio‑technical alignment—pedagogical design, assessment integrity, and privacy‑aware analytics at course and institutional levels. We outline a research agenda for richer qualitative inquiry, harmonised SRL measurement, and transparent reporting to enable future meta‑analysis..