other The Facilitators and Barriers of Motivational Self-regulation within L2 Learning Contexts فلسفه ذهن و زبان شناسی شناختی پژوهشي اصیل Research <div dir="ltr" style="text-align: justify;"><span style="font-size:12pt"><span new="" roman="" style="font-family:" times=""><span style="font-size:11.0pt"><span style="color:black">A critical component of second- or foreign-language (L2) learning, influencing learners&rsquo; engagement, persistence, and achievement, is Motivational Self-Regulation (MSR). Despite its recognized importance, existing research on MSR is marked by inconsistencies, leading to fragmented insights into its potential facilitators and barriers, particularly in L2 learning contexts.&nbsp;In this respect, the present study synthesized existing research on MSR, focusing on the factors that facilitate or hinder its effectiveness. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic search was conducted across Web of Science (WoS), Scopus, and ProQuest databases. The studies meeting the predefined inclusion criteria were evaluated using the Mixed-Methods Appraisal Tool (MMAT). Thematic analysis, following Braun and Clarke&rsquo;s (2006) six-step approach, identified a total of three key facilitators (i.e., psychological, contextual, and skill-based factors) and four barriers (i.e., emotional, contextual, skills-based, and behavioral factors) affecting L2 learners&rsquo; MSR. In conclusion, the study confirms the multifaceted and dynamic nature of MSR influenced by various factors. The findings offer valuable insights supporting further research and pedagogical practices aimed at fostering MSR within L2 learning contexts.</span></span></span></span></div> <div style="text-align: justify;"><span style="font-size:12pt"><span new="" roman="" style="font-family:" times=""><span style="font-size:11.0pt"><span style="color:black">A critical component of second- or foreign-language (L2) learning, influencing learners&rsquo; engagement, persistence, and achievement, is Motivational Self-Regulation (MSR). Despite its recognized importance, existing research on MSR is marked by inconsistencies, leading to fragmented insights into its potential facilitators and barriers, particularly in L2 learning contexts.&nbsp;In this respect, the present study synthesized existing research on MSR, focusing on the factors that facilitate or hinder its effectiveness. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic search was conducted across Web of Science (WoS), Scopus, and ProQuest databases. The studies meeting the predefined inclusion criteria were evaluated using the Mixed-Methods Appraisal Tool (MMAT). Thematic analysis, following Braun and Clarke&rsquo;s (2006) six-step approach, identified a total of three key facilitators (i.e., psychological, contextual, and skill-based factors) and four barriers (i.e., emotional, contextual, skills-based, and behavioral factors) affecting L2 learners&rsquo; MSR. In conclusion, the study confirms the multifaceted and dynamic nature of MSR influenced by various factors. The findings offer valuable insights supporting further research and pedagogical practices aimed at fostering MSR within L2 learning contexts.</span></span></span></span></div> Barrier, Facilitator, L2 learning, Motivational self-regulation, Self-regulation of motivation Barrier, Facilitator, L2 learning, Motivational self-regulation, Self-regulation of motivation 18 0 http://icssjournal.ir/browse.php?a_code=A-10-2-716&slc_lang=other&sid=1 Mohammad Hadi Mahmoodi Mohammad Hadi Mahmoodi 100319475328460019204 100319475328460019204 No Department of English, Bu-Ali Sina University, Hamedan, Iran Department of English, Bu-Ali Sina University, Hamedan, Iran Rezvan Sadat Mousavi Rezvan Sadat Mousavi R.mousavi@ltr.basu.ac.ir 100319475328460019205 100319475328460019205 Yes Department of English, Bu-Ali Sina University, Hamedan, Iran Department of English, Bu-Ali Sina University, Hamedan, Iran