Massive Open Online Courses (MOOCs) have been integrated into face-to-face language modules to enhance the educational experience of students. MOOCs appear to offer language learning opportunities as well as challenging the self-regulated learning (SRL) behaviour of students. This paper presents a work in progress with regards to the literature review of my PhD, which investigates SRL in face-to-face language modules using MOOCs. It discusses SRL as a requirement for engaging with these courses and analyses the way studies have integrated MOOCs into instructional language modules. This paper concludes by highlighting the need for understanding students' SRL behaviour when engaging with MOOCs as part of their language modules.