Self-regulated learning is a learning method where students take charge and put immense efforts into their learning process to reach a particular goal. Self-regulated learning is an adequate learning method since the concept relies on students entirely managing their own learning and flexibility to facilitate it to their inclination. One who accepts responsibility and views problems as challenges not obstacles. Students can improve their learning and impression of control over the learning process by utilizing self-regulated learning strategies.

    This study aims to investigate the implementations of Self-Regulated Learning (SRL) strategies for improving Indonesian EFL (English as a Foreign Language) students' proficiency in English language education. By synthesizing observational evidence from 8 peer-reviewed papers between 2020-2025 that were accepted for this investigation by the Preferred Reporting Items for Systematic Review (PRISMA) guidelines. The selected articles result of utilization of inclusion criteria and the PRISMA as tool. When conducting a systematic review or meta-analysis using the PRISMA framework, the data analysis process starts with carefully gathering key information from each selected study.

     Based on the result of a Systematic Review of the literature, Self-Regulated Learning strategies emerge as a vital role for EFL students’ development of English Language proficiency. The results emphasize EFL learners who actively applied SRL strategies demonstrate tangible improvements in their abilities and have different influences on students’ process and results in English learning at different levels of education such as Senior High school and College. The High school students often used Cyclical and Pintrich’s regulatory model meanwhile College students used much various SRL strategies due their experiences and knowledge. The efficient application SRL strategies in education not only depends on learners but also is affected by instructor guidance and supportive learning environment.