The effectiveness of self-regulated learning (SRL) interventions on L2 learning achievement, strategy employment and self-efficacy: A meta-analytic study

= 0.40). Moderator analysis revealed similar instructional effects on students of different age groups and education levels. The duration and intensity of intervention significantly moderated the effectiveness of SRL interventions in the L2 context, especially for strategy use and self-efficacy. The findings obtained in the current study could inform practitioners and researchers of the cumulative effects of SRL interventions in L2 classrooms and study design and student characteristics that moderate the instructional effectiveness.