Chinese College EFL Teacher Beliefs and Practices in Facilitating Students’ Technology-Enhanced Self-Regulated Language Learning
Digital technologies increasingly mediate self-regulated language learning (SRLL), but teacher support remains crucial. This paper reviews studies on Chinese college EFL teachers’ beliefs, practices, and barriers regarding technology-enhanced SRLL. It identifies three key directions: the belief–practice discrepancy due to insufficient TPACK for SRLL; the interplay of first- and second-order barriers shaped by institutional contexts; and the scarcity of TPACK-for-SRLL research. Pedagogically, context-specific training is needed; theoretically, SRL should be contextualized within Chinese collectivist culture. The main limitation is reliance on self-reported data and a literature review. Future studies should adopt empirical designs. The paper aims to shift the focus from whether to use technology to how to foster autonomous learners in Chinese EFL classrooms.
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