Academic vocabulary is necessary for university students. Vocabulary learning strategies (VLS) assist students to enhance their vocabulary knowledge and should be examined in accordance with their dynamic nature (Gu, 2020). Dynamic assessment (DA) is considered an alternative assessment that simultaneously and systematically assesses and teaches…

Research on the relationship between students' language learning motivation (LLM), language learning strategies (LLS), self-efficacy beliefs (SEB), and achievement in non-European languages has been both limited and overwhelmingly cross-sectional, often with little attention paid to their multilingualism. Combining complex dynamic systems and…

This case study, conducted at a Palestinian university, explored the language learning strategies employed by learners of English as a foreign language and the relationship with proficiency. Furthermore, since gender is often considered a major variable in learning success in some areas of the world, the study wished to explore the role of gender…

Language Learning Strategies (LLSs) assist learners to develop cognitive or behavioral competences to make the language learning process more self-directed and effective. In the current educational contexts, think-aloud methods are used to provide insights into the cognitive processes of individuals as they engage in enhancement of skills and…

Aiming to investigate how English as a Foreign Language (EFL) college students developed learning strategies to improve oral presentation, this study involved fifty participants in negotiation of meaning (NoM) with peer feedback and assessment through telecollaboration. The participants were randomly assigned to the control (28 students) and…

Self-regulated learning (SRL) has been extensively explored in psychological research, particularly for its influential role in online education systems. Despite its importance, little is understood about how SRL-focused training impacts students' academic experiences. This study seeks to address this gap by examining SRL interventions within…

Metacognition plays a crucial role in language learning, enabling learners to reflect on and adjust their strategies for more effective learning, particularly when reviewing for quizzes and exams. Technology can be a powerful aid in this context. This study examines the extent to which review-focused cognitive strategies, delivered using an online…

A growing body of vocabulary learning strategies (VLSs) studies focuses on accumulating empirical evidence on the relationship between frequency of VLS use and vocabulary acquisition by using the frequency-based measures of VLSs. Our study by contrast, examined which VLSs are perceived as important and useful, and how they are employed by Japanese…

Since the introduction of flipped learning, it has drawn much attention and enjoyed increasing popularity. This study attempts to investigate Chinese English majors' metacognitive strategy use in a flipped environment and the influencing factors of metacognitive strategy use. 35 subjects were asked to study the assigned online course video…

Self-regulated language learning (SRLL) plays a crucial role in the language development of Chinese college English as a Foreign Language (EFL) learners. This study presents a systematic literature review aimed at identifying the key variables associated with SRLL among Chinese college EFL learners. By conducting an extensive search of the Web of…

In today's world, it is recognized that learners should be in charge of their own learning. Therefore, language learners are expected to regulate their language learning process. This study aimed at investigating the self-regulation process a group of language learners at A1 level went through during a one-year English prep program they attended…

This study investigates the relationship between socioeconomic status (SES), self-regulated learning strategies (SRLSs), and writing proficiency of complexity, accuracy, and fluency (CAF) in English as a second language writing learning context, using Bourdieu's theory of social practice as a framework. This study's conceptual model specifies that…

The current study investigates how second language (L2) learners' metacognition integrates practice strategies in self-regulated learning to develop speaking abilities. A Metacognitive Practice Speaking Strategy (MPSS) model was developed to explore specific configurations of metacognitive knowledge, metacognitive strategies, and practice…

The ability to understand listening is an essential skill for non-native speakers of English as a foreign language (EFL). Research has shown that several factors can influence EFL students' English listening comprehension, including the listening strategy they use during listening activities. This study, therefore, used the meta-cognitive…

This article investigates the impact of three factors on English as a Foreign Language (EFL) learners' language learning practices in China. Utilizing the Methodology Stock for Language Learning (Ledge), Motivated Strategies for Learning Questionnaire (MSLQ), and Foreign Language Classroom Anxiety Scale (FLCAS), the study collected data to analyse…