Research on the role of Information and Communication Technologies (ICT) in language learning has ascertained heretofore various potentials ranging from metacognitive domain to skill-based practices. One area in which the potentials of ICT tools requires further exploration is self-regulated language learning, an active, constructive process in which learners take the initiative in their learning experiences. This paper reports on a study which aims to examine English as a Foreign Language (EFL) learners' use of ICT tools to self-regulate their language learning outside the formal instructional setting. A total of 777 university students attending an intensive English language preparatory program participated in the study. Analysis of the data collected through surveys showed that EFL learners were actively engaged in the use of ICT tools for self-regulated language learning, but there were variations both among the students and in aspects of regulating learning through the use of ICT tools.