The conventional perspective of learner autonomy aims to cultivate second and foreign language (L2) learners with self-regulated learning strategies they can use to achieve native-like communicative competence. While the perspective can equip L2 learners with certain linguistic coding and decoding skills to take charge of their own learning, it…

The significance of the body in learning and speaking a foreign language is an under-researched topic in a field characterized by a strong focus on cognition and sociolinguistics. This paper is designed to contribute to a newly emerging line of inquiry addressing the move away from the pure linguistic approach towards a more humanistic…

In the field of educational psychology, self-regulation is part of a well-established research paradigm that has been extensively applied to learning contexts. However, despite proposals highlighting its benefits, some researchers claim that its cross-pollination into applied linguistics has been slow. In their recent "Applied…

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 investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on…

Pragmatic markers, such as "well," "you know," and "I mean," serve as discourse-pragmatic elements in spoken language, facilitating discourse management, stance marking, and interpersonal communication. This study examines the acquisition of pragmatic markers by second language (L2) learners through a corpus-based…

Text chat facilitates L2 use by providing learners with extended time to plan, monitor, and process production during interactional tasks. However, learners may not naturally take advantage of these affordances, especially for providing peer feedback. This study used video-enhanced chat scripts to examine the behavior of beginner L2 Spanish…

Artificial intelligence (AI) is transforming education by offering personalized learning tools, yet its role in fostering self-regulated learning (SRL) strategies among English as a Foreign Language (EFL) students remains underexplored. This study investigates EFL students' perceptions of AI applications in supporting their self-regulated writing…

This study investigates Taiwanese English as a Foreign Language (EFL) learners' use of strategies in developing job interview skills in English. The participants were 40 EFL learners majoring in English at a private university in Taiwan. The study was part of a four-week job interview training program, during which they prepared for a mock…

This study explores the specific language learning strategies (LLS) employed by student-athletes in Higher Education institutions in Taiwan. Given these student-athletes' challenges in balancing academic and athletic commitments, understanding their adoption of LLS provides valuable pedagogical insights. This quantitative research gathered 150…

This qualitative study explores the current practices of K-12 foreign language teachers (FLTs) in using the target language (TL) within an urban school district in the Midwest United States. Focusing on how FLTs engage in professional development (PD) to optimize their TL use in the classroom, the study investigates the strategies and knowledge…

Translanguaging, the dynamic use of multiple languages, offers a transformative approach to English Language Teaching (ELT) in multilingual classrooms. This study explores the impact of translanguaging on language acquisition and social-emotional learning (SEL) among multilingual learners. Seventy-five participants from rural colleges in Salem…

This study explores the way translation crowdsourcing may contribute to metacognitive translator training through a teaching experiment where Global Voices Lingua was integrated into an undergraduate English-Chinese translation course. In doing so, the study investigates how translation students' awareness of conditional knowledge and its…

Despite the growing body of studies on collocation learning in SLA research, there are hardly any studies taking the perspective of the individual learner or studies that have examined the effect of individual differences. This study--a qualitative component of a mixed-methods longitudinal project--presents an in-depth exploration of the intro-…

This study investigates the effects of metacognitive intervention in first language on the listening performance of young-adult English as foreign language (EFL) learners in Iran, and probes the learners' attitude toward such intervention in English as foreign language classrooms. The participants in the study were 61 young-adult EFL learners…