Technology-Enhanced Self-Regulated Learning in Writing Instruction: A Systematic Review and Bibliometric Analysis (2016–2025)

Research on technology-enhanced self-regulated learning (SRL) in writing instruction has grown substantially with the development of automated writing evaluations and generative artificial intelligence (AI). This study has systematically mapped the development of the field and synthesised its major research themes. Following the PRISMA 2020 guidelines, 503 records published between 2016 and 2025 were retrieved from the Web of Science and Scopus databases. After screening, 118 publications were included in the bibliometric analysis, while 75 empirical studies were retained for the thematic synthesis. The bibliometric findings showed increasing publication activity, with 66 publications (55.9%) appearing in 2024–2025 and 47 in 2025 alone. Self-regulated learning was the most frequent keyword (39 occurrences; total link strength = 54), while AI-related terms emerged prominently. The thematic synthesis identified four major themes: technology-mediated scaffolding for self-regulated writing; social, motivational, and affective dimensions of regulation; AI-mediated regulation and learner agency; and cross-cutting outcomes and conditions shaping effectiveness. Across the reviewed studies, favourable outcomes were commonly associated with explicit strategy instruction, guided feedback, repeated revision, and teacher or peer support. The review further highlighted emerging research directions concerning AI literacy, human–AI regulation, and pedagogical design for technology-enhanced writing instruction.