The primary objective of this paper is twofold; firstly, to analyse the relationship between metacognitive strategies and learning performance. Secondly, a new mediator is proposed, namely digital literacy. Mental resilience is an omnitemporal skill that enables individuals to gain resilience thinking to successfully adapt to life tasks. Although…

Metacognition--knowledge, monitoring, and regulation of cognition--is key to learning and academic achievement. This is robustly supported for K-12 and higher education learners while empirical evidence in early childhood is encouraging but limited. To address these gaps in the literature, our first goal was to investigate early metacognition…

This study aims to measure student cognitive and metacognitive perceptions regarding computer use in university. This study addresses three key questions: (1) how does the model fit the key construct of metacognitive and self-efficacy beliefs; (2) to what degree do independent variables predict dependent factor outcomes; and (3) how can…

This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition,…

This empirical study explores metacognition and its relationship with writing performance. Through multivariate analyses, the study investigates the role of metacognitive knowledge and regulation in mediating writing performance. Participants were 882 students from eight universities in China who were learning English as a foreign language (EFL).…

With the spread of the COVID-19 pandemic, online education has been embraced as an instructional delivery mode to ensure continuity in all levels of education including higher education. Given the fact that the success of online learning heavily relies on the learner's ability to autonomously regulate their learning, this study focuses on…

Given the prominence of mindfulness in educational settings and the fact that little attention has been given to this concept in foreign language learning, the present study sets out to explore the influence of mindfulness and L2 resilience on Iranian EFL (English as a foreign language) learners' self-fulfilment, and L2 motivation. To meet this…

The present study investigated the relationship between language learning strategy use, learning styles, gender, and second language (L2) achievement of Iranian English for academic purposes (EAP) learners. To this end, 120 Iranian EAP learners majoring in various fields of humanities including political sciences, psychology, economics and law…

Considerable evidence indicates that self-efficacy, task value, anxiety, and the use of language learning strategies are related. However, there is currently an insufficient understanding about their relations in high-stakes testing contexts. The author aimed to investigate how well social factors, test value, anxiety, test performance, and…

Self-regulated learning (SRL) -- autonomously planning, self-monitoring and self-reflecting on learning -- is a strong predictor of academic success. Mastery of the strategies needed to become a self-regulated learner does not develop automatically in all students; thus, the classroom environment, including pedagogy and modes of assessment, plays…

In recent years, there has been an increasing interest among language educators in implementing and researching collaborative learning in wiki-based learning environments. However, little empirical evidence has been reported about the role of EFL learners' online self-regulating capacity in their collaborative learning. This study used wiki-based…

The relationship between metacognition in real life situations and study skills and habits was examined using a sample of college students. Results showed no significant relationship between these two variables nor was there a significant relationship between study skills and reaction time as measured on the metacognitive test. However, there was…

This article reports on a study that explored the relationship between reflective teaching and teachers' self-efficacy beliefs. Two questionnaires, the English Language Teaching Reflection Inventory (Akbari, Behzadpoor, & Dadvand, 2010) and Teachers' Efficacy Beliefs System-Self (TEBS-Self) (Dellinger, Bobbett, Olivier, & Ellett, 2008),…

Research suggests that students in certain contexts who are "metacognitively aware learners" demonstrate better academic performance (Shraw & Dennison, 1994; Md. Yunus & Ali, 2008). In this research, the metacognitive levels for two classes of differential equations students were studied. Students completed a survey adapted from…

Previous research has identified various factors that contribute to readers' comprehension of expository texts, including strategy expertise, language proficiency, prior knowledge, and more recently, readers' beliefs about knowledge. This study addresses the need to understand the relative contributions of these predictors to readers'…