Protocol for self-regulated learning in English vocabulary: a scoping review of frameworks and practice

Self-regulated learning (SRL) is critical to effective vocabulary learning; yet its application, pedagogical impact, and conceptual boundaries between SRL and learner autonomy remain complex for English language teachers. This scoping review aims to systematically map out the landscape of primary studies on English vocabulary teaching and learning that address SRL. By searching five databases, Scopus, Web of Science, ERIC, J-Stage, and CiNii, the review team will gather primary studies published between 2006 and 2025. The start date stems from Tseng, W. T., Z. Dörnyei, and N. Schmitt. 2006. ‘A New Approach to Assessing Strategic Learning: The Case of Self-regulation in Vocabulary Acquisition.' Applied Linguistics 27 (1): 78–102 approach to SRL in vocabulary, marking a significant shift in the field. Employing the SMART framework (Chong, S. W. 2025. ‘Synthesis Methods and Reporting Tool (SMART) for Research Syntheses in Applied Linguistics.' Research Synthesis in Applied Linguistics: 1–22.) to ensure methodological rigour, this review will demonstrate key information including conceptual frameworks, students’ experiences and barriers, and teacher/researcher-led interventions. Extracted data on experiences and perceptions will be further analysed following thematic analysis. The findings of this scoping review will provide a comprehensive understanding of current SRL in English vocabulary learning. This review will also offer insights for future research, pedagogical practice, and the development of effective intervention strategies in English language education.