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Dergiler / Dil Eğitimi ve Araştırmaları Dergisi / 2026 / Cilt: 12 Sayı: 1

Dil Öğreniminde Öz Düzenlemeli Öğrenmenin Sistematik Bir İncelemesi: Temel Bulgular, Eksiklikler ve Sonuçlar

A Systematic Review of Self-Regulation in Language Learning: Key Findings, Gaps, and Implications

Eda Tekin(YILDIZ TEKNİK ÜNİVERSİTESİ)0000-0001-6831-8101
Yusuf Karakahraman(Yunus Emre Enstitüsü)0000-0002-7384-1746
Sayfa
990–1014
Yayın Tarihi
2026-09-20
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Yapay Zeka Hızlı Bakış & Çıkarımlar

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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Analiz sonuçları, üstbilişsel stratejilerin ve motivasyonel düzenlemenin ikinci dil öğreniminde önemli bir rol oynadığını ve öz düzenlemeli öğrenme uygulamalarının hem dijital hem de geleneksel öğrenme ortamlarında giderek daha yaygın biçimde kullanıldığını göstermektedir.

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Amaç & Hipotez:Öz düzenlemeli öğrenme (ÖDÖ), ikinci dil (L2) ediniminde öğrenenlerin kendi öğrenme süreçlerini nasıl kontrol ettiklerini, yönettiklerini ve değerlendirdiklerini açıklamada önemli bir kuramsal çerçeve olarak öne çıkmaktadır.
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Temel Bulgular & Veri:Bu sistematik derleme, 2010-2025 yılları arasında Web of Science (WoS) veri tabanında yayımlanan 44 araştırma makalesini kapsamlı biçimde inceleyerek ikinci dil edinimi bağlamlarında öz düzenlemeli öğrenmenin rolüne ve uygulanış biçimlerine odaklanmaktadır.
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Sonuç & Katkı:Analiz sonuçları, üstbilişsel stratejilerin ve motivasyonel düzenlemenin ikinci dil öğreniminde önemli bir rol oynadığını ve öz düzenlemeli öğrenme uygulamalarının hem dijital hem de geleneksel öğrenme ortamlarında giderek daha yaygın biçimde kullanıldığını göstermektedir.
🔬Tür:Literatür & Derleme Çalışması
📍Kapsam:2010-2025 Verileri
⚙️Değişkenler:kendi kendine öğrenme · yabancı dil öğrenimi · öğrenen özerkliği

Özet

Öz düzenlemeli öğrenme (ÖDÖ), ikinci dil (L2) ediniminde öğrenenlerin kendi öğrenme süreçlerini nasıl kontrol ettiklerini, yönettiklerini ve değerlendirdiklerini açıklamada önemli bir kuramsal çerçeve olarak öne çıkmaktadır. Bu sistematik derleme, 2010-2025 yılları arasında Web of Science (WoS) veri tabanında yayımlanan 44 araştırma makalesini kapsamlı biçimde inceleyerek ikinci dil edinimi bağlamlarında öz düzenlemeli öğrenmenin rolüne ve uygulanış biçimlerine odaklanmaktadır. PRISMA yönergeleri doğrultusunda, WoS Core Collection veri tabanında belirlenen anahtar sözcüklerle gerçekleştirilen ilk taramada 149 kayda ulaşılmıştır.Makale türü dışındaki yayınlar çıkarılmış, ilgili konu kategorilerine göre filtreleme yapılmış ve araştırma kapsamıyla doğrudan ilişkili olmayan çalışmalar elenmiştir. Bu çok aşamalı ve sistematik tarama süreci sonucunda 44 makale tam metin incelemesi ve analiz için araştırmaya dâhil edilmiştir. Çalışmalardan elde edilen veriler, araştırmaya özgü olarak geliştirilen bir veri çıkarım matrisi aracılığıyla toplanmış; betimsel istatistikler, nitel içerik analizi ve veri çeşitlemesi yoluyla analiz edilmiştir. Analiz sonuçları, üstbilişsel stratejilerin ve motivasyonel düzenlemenin ikinci dil öğreniminde önemli bir rol oynadığını ve öz düzenlemeli öğrenme uygulamalarının hem dijital hem de geleneksel öğrenme ortamlarında giderek daha yaygın biçimde kullanıldığını göstermektedir. Bulgular ayrıca öğrenen özelliklerinin ve farklı öğrenme ortamlarının öz düzenlemeli öğrenme stratejilerinin uygulanışını ve etkililiğini önemli ölçüde şekillendirdiğini ortaya koymaktadır. Bunun yanı sıra çalışma, mevcut alanyazındaki önemli araştırma boşluklarını belirlemekte ve bu boşluklar doğrultusunda gelecekte yürütülecek çalışmalar için çeşitli çıkarımlar sunmaktadır. Araştırma sonucunda, ikinci dil bağlamlarında yürütülen öz düzenlemeli öğrenme çalışmalarının ağırlıklı olarak nicel araştırma desenlerine ve Zimmerman’ın döngüsel modeline dayandığı; bununla birlikte motivasyon temelli yaklaşımlara ve teknoloji destekli öğrenme ortamlarına yönelik ilginin giderek arttığı belirlenmiştir. Ayrıca yöntemsel çeşitlilik, öğrenen grupları ve görece az incelenen dil becerileri açısından önemli araştırma boşlukları tespit edilmiş; bu doğrultuda gelecekteki araştırmalar ve yabancı dil eğitimi uygulamaları için çeşitli öneriler geliştirilmiştir.

Abstract

Self-regulated learning (SRL) has emerged as an important framework in understanding how learners control, manage, and evaluate their own learning processes in second language (L2) acquisition. This systematic review thoroughly examines 44 research articles published in the Web of Science (WoS) database between 2010 and 2025, focusing on the role and application of Self-Regulated Learning (SRL) in Second Language (L2) acquisition contexts. Following PRISMA guidelines, the initial search of the WoS Core Collection using specific terms yielded 149 records. Through a meticulous multi-stage screening process that involved removing non-articles, filtering by relevant subject categories, and excluding irrelevant studies, a final set of 44 articles was selected for full-text assessment and analysis. Data from these studies were extracted using a specialized matrix and analyzed through descriptive statistics, qualitative content analysis, and triangulation. The analysis shows that metacognitive strategies and motivational regulation play important roles in L2 learning and that SRL practices are increasingly used in both digital and traditional learning environments. It also identifies how learner characteristics, diverse learning environments significantly shape the implementation and effectiveness of SRL strategies. Furthermore, the review identifies significant research gaps in the existing literature, which inform implications for future scholarly endeavors. The review concludes by showing that SRL research in L2 contexts is predominantly grounded in quantitative designs and Zimmerman’s cyclical model, with increasing attention to motivational frameworks and technology-supported learning. It also identifies important research gaps related to methodological diversity, learner populations, and underexplored language skills, while offering implications for future research and language education.

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Bu Makaleye Atıf Yap

Tekin, E., Karakahraman, Y. (2026). Dil Öğreniminde Öz Düzenlemeli Öğrenmenin Sistematik Bir İncelemesi: Temel Bulgular, Eksiklikler ve Sonuçlar. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 12 Sayı: 1, 990–1014. https://doi.org/10.31464/jlere.1950727

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