This study aimed to understand whether the impact of self-regulated learning training in computer-supported learning environments on learners' intentions to learn, anticipations of learning outcomes, self-reactions and self-reflections is different from other learning environments. It also investigated if there a relationship between ongoing performance and the self-reactions of learners regarding their own SRL actions and if there is a difference in performance between students in the different learning environments. A quasi-experimental time-series design was used with one experimental group and two control-groups with process diary data and pre- and post-tests. A total of 44 elementary school students participated in this study. Results from time series analysis of the diary data and ongoing performance indicators showed that experiencing training in regulating learning in a computer-supported learning environment enhanced students' self-reactions of their practices in regulating learning throughout time and that these self-reactions were related to their daily performance. The test results showed that students experiencing training in regulating learning in this type of environment were more strategic in their intentions to learn, anticipations of learning outcomes and self-reflections. Furthermore, they had a greater improvement in oral performance and in gaining vocabulary. Implications for practitioners and suggestions for future research are discussed.