Learning Strategies in Self-directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review

Abstract Language learners in higher education increasingly use out-of-class self-directed learning facilitated by mobile technology. In order to make informed educational decisions, this study sets out provide an overview of empirical research into strategies that with the support technology language learning. Twenty studies were selected and systematically analysed, revealing cognitive, metacognitive, social affective used their processes. Low-cognitive appeared be more commonly reported than high-cognitive strategies. The metacognitive was closely associated forethought phase performance self-reflection phase, yet only a few articles all three phases. Three kinds examined, one strategy reported. Finally, implications these findings directions for future are provided learners, practitioners researchers facilitate work.