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The role of self-regulated learning in language learning has been widely acknowledged, and there is a growing number of studies on technology-enhanced self-regulated language learning (SRLL). This systematic review aims to provide a holistic picture of existing studies in this area by identifying the characteristics of published studies, the research methods used to evaluate SRLL effectiveness and the role of technology in SRLL. The review covered 34 empirical studies focusing on SRLL that were published from 2011 to 2020. The results showed varied characteristics of technology-enhanced SRLL studies, dominance of the use of quantitative methods, greater focus on examining students’ SRLL outcomes instead of their processes, and the role of technology in supporting the performance phase of students’ SRLL instead of the entire SRLL process. These findings have implications for using technologies to facilitate and examine the holistic process of students’ SRLL.