Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell's (2011) claims that explicit listening strategy instruction for lower-proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to…

This study sought to find if the implementation of the strategy of goal setting and reflective portfolios would improve reading comprehension among long-term English learners (LTELs), which in turn would impact their FastBridge aReading scores. LTELs have difficulty reclassifying, resulting in negative outcomes regarding graduation rates and…

This study examined the effects of bottom-up instruction (BI) on a high-stakes listening test for second language (L2) listeners and compared these effects with those of strategy instruction (SI) in relation to their proficiency levels. Two intact classes (48 L2 listeners) of different L2 listening proficiency levels received five weeks of BI and…

Metacognitive intervention of listening has prevailed in L2 (second language) listening research in the past decade. However, rare research has linked metacognitive intervention with online listening. This study examines L2 learners' development of metacognitive awareness of listening through online metacognitive listening practice. A set of…

English language learners (ELLs) lack academic vocabulary knowledge, an essential component that explains much of the persistent achievement gap between students who start schools as ELLs and their monolingual peers. This single-subject experimental design study addressed this issue by focusing on self-regulated vocabulary learning that helps ELLs…

Drawing on respective ideas from within both liberal political philosophy and Frankfurt School critical theory, this paper seeks to examine claims about autonomy and empowerment made on behalf of educational policies such as teacher-led codeswitching; a policy that seeks to empower students from racially marginalised groups by facilitating their…

In an increasingly multilingual world, the question of how to improve foreign language speaking skills of pupils in British schools is of paramount importance to language teachers and policy-makers today. This paper examines how an explicit focus on metacognitive strategy use within secondary school foreign language lessons impacts pupils'…

Metacognition appears to be a significant contributor to success in second language (SL) and foreign language (FL) learning. This study seeks to investigate empirical research on the role metacognition plays in language learning by focusing on the following research questions: first, to what extent does metacognition affect SL/FL learning? Second,…