ORGANIZING AND ASSESSING INDEPENDENT LEARNING FOR NON-PHILOLOGY STUDENTS IN A TECHNOLOGY-ASSISTED LEARNING (TAL) ENVIRONMENT: A SYSTEMATIC LITERATURE REVIEW
Keywords:
technology-assisted learning, independent learning, self-regulated learning, non-philological students, higher education, systematic review, learning assessment, digital competenciesAbstract
The integration of digital technologies and the shift to Technology-Assisted
Learning (TAL) environments have fundamentally reshaped higher education, making the
effective organization and assessment of independent learning critical, especially for non-
philological students. This transformation, accelerated by global events, necessitates
students taking greater ownership of their learning through self-regulated and self-
directed approaches. The aim of this study is to synthesize current research on the
organization and assessment of independent learning among non-philological students in
Technology-Assisted Learning (TAL) environments. This study employed a systematic
literature review methodology, conducting a rigorous search across major academic
databases (Scopus, Web of Science, EBSCOhost, and Google Scholar) for peer-reviewed
articles, conference papers, and book chapters published from 2020 onwards. The search
strategy utilized a combination of keywords and Boolean operators to ensure
comprehensive coverage. The review revealed that non-philological students' digital
readiness and self-regulatory skills significantly influence their engagement with
independent learning in TAL. Digital platforms are central to organizing independent
learning, supporting self-regulation through enhanced resource access, collaborative
learning opportunities, and various forms of feedback, with efficacy largely dependent on
instructional design and learner proficiency. Successful self-directed learning requires
high autonomy, organizational skills, and self-discipline, alongside foundational digital
competencies. The findings underscore the imperative for higher education institutions to
develop tailored instructional designs and foster essential digital and self-regulatory
competencies among non-philological students to thrive in evolving TAL ecosystems.
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