Effective formation of the specialist's personality, as practice shows, is possible only with a holistic and systematic organization of the learning process, which is achieved by modeling. The aim of the study is to develop a model of realization of pedagogical conditions of formation of self-regulatory competence of future foreign language…

Metacognition in L2 listening has garnered attention, but there is limited research on concrete methods to practice it in high school EFL contexts. This study aims to investigate the effectiveness of self-annotation interventions in a high school EFL listening classroom. Through the analysis of pre- and post-listening tests, students' annotations…

Studies have documented the significance of scaffolding as a sociocultural theory driven type of assistance for the development of English as foreign language (EFL) learners' language skills in general; however, the comparative efficacy of various cognitive and/or metacognitive scaffolding procedures for EFL learners' listening comprehension…

There has been substantial research on the effects of metacognitive instruction on improving L2 learners' language skills. However, little is known about the impact of such instruction on improving the effectiveness of L2 students' collaborative writing. To fill this research gap, we conducted a quasi-experimental study to investigate how such an…

This study examined the impact of a blended teaching approach versus traditional instruction on listening comprehension and strategy use among EFL students in a Taiwanese university. Using a quasi-experimental design, 103 low-intermediate students were divided into experimental (n=52) and control (n=51) groups over 18 weeks. The experimental group…

This study investigates the role of emotion regulation strategies on achievement emotions among tertiary-level English as a Foreign Language (EFL) students. It also exMateplores the strategies employed by students to regulate these emotions. Employing a mixed-method sequential explanatory design, data was collected from forty-nine language…

Research in metacognitive listening strategies in first language (L[superscript 1]) listening is in its infancy. The research presented here, which is the first study in a larger research program, compares the strategies L[superscript 1] students in the US say they do in the classroom with the strategies L[superscript 2] students say they use, as…

This study aimed to develop characteristics of the Genre-Based approach (GBA) via the Miro platform and to discover results on using this approach and the Gathering, Processing, Applying, and Self-Regulating (GPAS) process. The study employed experimental research using a true group pretest-posttest control group design with Grade 8 students…

Providing feedback on EFL Learners' speaking errors has been extensively researched, with numerous studies highlighting its benefits (Van Ha, et al., 2021; Hartono, 2022). This study investigates the impact of "pending feedback", a type of feedback where students must independently discover the correct answer. This research emphasizes…

In second language listening assessment and pedagogy, practitioners hold different views on whether to repeat a listening text in contexts where inferences about listening ability are to be drawn from task performance. To address this issue, we investigated the effects of repeating the listening text (double play) on listener performance,…

This study explored the effect of metacognitive reading strategy intervention in English on helping Moroccan learners reversely transfer metacognitive reading strategies from English (L3) into French (L2). In particular, it investigated whether an improvement in metacognitive reading strategy in English (L3) would lead to an improvement in reading…

Scholars have suggested English classrooms with sufficient context and fun activities to increase English performance and promote learning motivation. With the rapid growth of technology-enhanced learning, virtual reality (VR) has become increasingly popular in English learning. Using VR without a well-designed learning environment, however, may…

In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the…

This study aimed to investigate the self-regulated learning skills of pre-service English language teachers in terms of gender and grade level. The sample of the study consisted of 223 pre-service English language teachers who study at a state university in Turkey. For data collection, the 'Self-regulating Learning Skills Scale (SRLSS)' was used.…

Group-level self-regulation significantly impacts online collaborative learning performance (Panadero & Järvelä, 2015). Recently, online collaborative learning has been actively implemented in English language education in Japan, and group-level self-regulation, closely related to online collaborative learning, attracts the attention of…