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<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">EIR</journal-id><journal-title-group><journal-title>Educational Innovation Research</journal-title></journal-title-group><issn>3029-1844</issn><eissn>3029-1852</eissn><publisher><publisher-name>Bio-Byword Scientific Publishing Pty. Ltd.</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.26689/EIR.v4i7.16029</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>Chinese College EFL Teacher Beliefs and Practices in Facilitating Students’ Technology-Enhanced Self-Regulated Language Learning</title><url>https://artdesignp.com/journal/EIR/4/7/10.26689/EIR.v4i7.16029</url><author>YangLiuchun,LiJifang</author><pub-date pub-type="publication-year"><year>2026</year></pub-date><volume>4</volume><issue>7</issue><history><date date-type="pub"><published-time>2026-07-26</published-time></date></history><abstract>Digital technologies increasingly mediate self-regulated language learning (SRLL), but teacher support remains crucial. This paper reviews studies on Chinese college EFL teachers&amp;rsquo; beliefs, practices, and barriers regarding technology-enhanced SRLL. It identifies three key directions: the belief&amp;ndash;practice discrepancy due to insufficient TPACK for SRLL; the interplay of first- and second-order barriers shaped by institutional contexts; and the scarcity of TPACK-for-SRLL research. Pedagogically, context-specific training is needed; theoretically, SRL should be contextualized within Chinese collectivist culture. The main limitation is reliance on self-reported data and a literature review. Future studies should adopt empirical designs. The paper aims to shift the focus from whether to use technology to how to foster autonomous learners in Chinese EFL classrooms.</abstract><keywords>Technology-enhanced self-regulated language learning,Teacher beliefs,Teaching practices,Barriers,TPACK,Chinese college EFL teachers</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] Reinders H, Lai C, Sundqvist P (Eds.), 2022, The Routledge Handbook of Language Learning and Teaching Beyond the Classroom. Routledge, London.
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