Apart from L2 motivation, self-regulation is also increasingly seen as a key variable in L2 learning in many foreign language learning contexts because classroom-centered instructive language teaching might not be able to provide sufficient input for students. Therefore, taking responsibility and regulating the learning processes and positive…

This forum article examines the conceptualization of strategic learning over the past 30 years, focusing on recent conceptualizations that shift towards the notion of self-regulation. In recent years, scholars have argued that language learning strategies are too general, undefined, and incoherent and the questionnaires designed to measure…

This paper examines the relationships among motivation, metacognition, and proficiency in listening comprehension. Adolescent learners of French (N = 57) completed two questionnaires. A motivation questionnaire tapped student responses to three orientations related to motivation: amotivation, intrinsic, and extrinsic. A metacognitive awareness…

Reports a study in a Chinese context of second language (L2) learner variables' relationship to English achievement. Findings reveal that six variables had direct effects on achievement, three of which existed previously, i.e., sex, and primary language and L2 proficiency; and three that were formed by clusters of strategies relating to vocabulary…