What is Technology-Assisted

English-medium instruction (EMI) has challenged university learners in many Asian countries including Vietnam. The students in these contexts who are not English native speakers express concerns associated with learning both content knowledge and English. In the digital age, one question is whether and how they are adapting to the emerging context of EMI. This paper addresses the query by reporting results from a qualitative study on the self-regulated learning strategies of 24 students in EMI economics courses at one Vietnamese university. The data collected from classroom observations and focus group discussions were thematically analysed. Results revealed that the students deployed technology-assisted self-regulated strategies in their learning activities both inside and outside class, which are in line with three phases of forethought, performance, and self-reflection in the self-regulation model. This reflects special characteristics of students in a digital age and raises implications for the learning support and EMI teaching practices integrated with digital technologies.