Second language listening (L2 listening) is taken for granted in the language classroom. The time allocated to it is often minimal, and it does not always aim at developing listening skills. It serves other purposes, such as testing comprehension and/or introducing a different activity. Graham (2017) noted that L2 listening is done in the language…

Purpose: This study proposed a metacognition-inclusive self-regulated learning (SRL) approach to out-of-class listening practice and explored its impact on learners' listening performance and their reported use of self-regulatory listening strategies. Design/methodology/approach: Participants comprised 45 students learning English at a university…

This research paper explores the effectiveness of Metacognitive Strategy Instruction [MSI] in enhancing the listening skills and autonomy of adult EFL learners in the advanced level of university preparatory studies in Oman. Utilizing a quasi-experimental design, the study involved an Experimental Group [EG] and a Control Group [CG], each…

Researchers have investigated the promise of unimodal and bimodal input in enhancing vocabulary learning from meaning-focused activities. Compared to unimodal input, the simultaneous presentation of written and aural input in bimodal input has been argued to direct L2 learners' attention to words and enhance the form-meaning links for new…

Captioning is commonly used to scaffold video viewing for second language learners, with the captioning affording the learners access to authentic videos that would ordinarily be out of their reach. Ostensibly the videos are mainly shown to help improve the learners' listening abilities. However, there is the view that the learners largely tend to…

The present study aims to probe into learners' perceptions of blended learning in relation to the respective roles of face-to-face learning (f2f learning) and online learning as well as their interaction in the blended EFL contexts. Questionnaires were used in the study to examine the attitudes of 296 university students towards a blended English…

To determine normative story recall behavior for 5-year-old prekindergarten children, and to compare their recall of stories with recall of comparable chronological/descriptive passages, a study tested 30 nonhandicapped prekindergarten children. Each subject was read a 95-word, second-grade level story and immediately asked to "tell me what I…