This study investigated the effectiveness of the flipped learning model, compared with the nonflipped learning model, in improving second/foreign language metacognitive listening awareness and perceived strategy use. For this purpose, 40 young adult learners studying English as a foreign language in two intact classes were selected. They were…

Although there is a growing number of studies investigating the effect of professional development (PD) on the general well-being of teachers, the reverse relationship has not been explored yet. In this respect, this paper aims to investigate the relationship between mindfulness in teaching, psychological well-being, satisfaction in life,…

This work was designed to provide insight into how a disaster of historical proportions, in this case the COVID pandemic, influenced the work foreign language (L2) teachers in an English as a foreign language (EFL) setting. The research was situated within the framework of positive psychology (Seligman, 2011), with the investigation of the…

Metacognitive instruction and pedagogy have been linked to self-aware, independent, and successful learning. A particular student population that may benefit from a focus on metacognitive instruction are English Language Learners (ELL). This Q methodology study uses a mixed methods approach to examine the dominant viewpoints, beliefs, and opinions…

Some previous researchers attempted to bridge the gap between two bodies of research: the role of metacognitive knowledge in second language (L2) writing and L2 collaborative writing (CW). Although recent studies unveiled the positive impacts of learners' metacognitive knowledge on L2 collaborative writing, there is not yet consensus regarding the…

Adopting Complex Dynamic Systems Theory (CDST) in Second Language Acquisition (SLA) is a testament to the revolutionary and evolutionary advancement in theory and empirical practice in the field. CDST is revolutionary for the fact that it warrants systems thinking of SLA phenomena that breaks the chain of dichotomous conceptualization on vital…

Numerous studies have been conducted to improve students' writing performance through flipped instruction. However, some researchers question its effectiveness due to a lack of systematic design. This study aimed to create a flipped writing environment and investigate the effects of EFL students' writing motivation, metacognitive awareness, and…

The concept of noticing, which emphasizes the role of attention and awareness in language learning, has exerted a strong influence on second language acquisition (SLA) theory and practice. The current research analyzes instances of noticing evident across a 26-week period as the first author, an absolute beginner, was taught Turkish by the second…

The significance of listening strategy teaching over the past 30 years has become more widely acknowledged since it facilitates listening comprehension. However, few studies on teaching listening strategies have looked at this problem from the viewpoint of the students, and teacher, as well as handling students' motivation, cognitive awareness of…

Mindfulness, as an ancient practice, has also started to be incorporated into second or foreign language settings in recent years. Due to this new and novel integration into the field, practitioners in foreign language teaching contexts are not clear about what mindfulness means and how it can be used in the classroom. This systematic review aims…

The use of digital tools for second and foreign language lexical learning is increasingly popular and research in this area is constantly expanding. However, little has been written about specific criteria that could be used to identify tools with high-quality lexical input, as available checklists and frameworks for digital media tend to neglect…

In recent years, the incorporation of artificial intelligence (AI) into instructional settings has sparked important interest in how it can develop different aspects of language learning, principally in the realm of assessment. While traditional assessment methods have long been central to evaluating learners' progress, the rise of AI tools…

For me, 'language learner autonomy' denotes a teaching/learning dynamic in which learners plan, implement, monitor and evaluate their own learning. From the beginning they do this as far as possible in the target language, which thus becomes a channel of their individual and collaborative agency. By exercising agency in the target language they…

This classroom-based research emerged out of the purpose of the teacher-researcher to improve students' listening comprehension. The setting is an ELT preparatory class at a Turkish state university with 19 voluntary and convenient English language learners as participants. The intervention of metacognitive listening instruction implemented once a…

This study examined young learners' motivation and strategy use for Chinese-as-a-foreign-language (L2 Chinese) learning in New Zealand. A total of 1157 primary school students from 29 primary schools were recruited for the study. The results revealed that primary school young learners' overall motivation and strategy use for L2 Chinese learning…