While task repetition is effective for improving oral fluency, some teachers are reluctant to use it in their classrooms due to the alleged negative perceptions of learners toward repetitive practice. To address this concern, the participants in the current study completed a posttask questionnaire probing their perceptions toward task repetition…

Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students' writing complexity, accuracy, and fluency (CAF). The present study aims to bridge this gap through investigating integrated writing performances based on the linguistic…

This research investigates the use of artificial intelligence (AI) tools by Indonesian EFL learners to enhance their presentation skills through self-regulated learning. With the rapid advancement of AI technologies, their integration into educational practices has become increasingly significant, particularly in developing essential skills like…

This study investigates the mechanisms through which cognitive strategies and ideological interventions influence the translation of politically sensitive texts in a foreign language. Adopting a qualitative methodology, it utilises document analysis and thematic analysis to elucidate the effects of cognitive load, emotional engagement, and…

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…

Providing feedback on EFL Learners' speaking errors has been extensively researched, with numerous studies highlighting its benefits (Van Ha, et al., 2021; Hartono, 2022). This study investigates the impact of "pending feedback", a type of feedback where students must independently discover the correct answer. This research emphasizes…

This study investigates the relationship between socioeconomic status (SES), self-regulated learning strategies (SRLSs), and writing proficiency of complexity, accuracy, and fluency (CAF) in English as a second language writing learning context, using Bourdieu's theory of social practice as a framework. This study's conceptual model specifies that…

The current study investigates how second language (L2) learners' metacognition integrates practice strategies in self-regulated learning to develop speaking abilities. A Metacognitive Practice Speaking Strategy (MPSS) model was developed to explore specific configurations of metacognitive knowledge, metacognitive strategies, and practice…

This study explored the effectiveness of integrating peer assessment (PA) and non-scripted role-play (NSRP) activities in enhancing the oral performance of Thai EFL high school students. Conducted at a public secondary school in Bangkok, the research involved 31 Grade 12 students and utilized a mixed methods approach. Over nine weeks within the…

Over the past 40 years, second language educators and assessors have come to the realization that investigating the process of writing can shed light on language teaching, learning and assessment practices (Odendahl & Deane, 2018). What L2 writers do and think while writing can provide links between the task, the related construct and the…

Achieving a sufficient IELTS band score for academic purposes has been a major goal of many L2 learners around the world, especially those in Asia. However, IELTS writing scores were consistently reported to be the lowest when compared to the scores in speaking, reading, and listening. Despite a growing body of research in IELTS writing, little…

The current study examines how second language (L2) users differentially assess the comprehensibility (i.e., ease of understanding) of foreign-accented speech according to a range of background variables, including first language (L1) profiles, L2 proficiency, age, experience, familiarity, and metacognition. A total of 110 L2 listeners first…

In the present field experiment, we examined the effects of a self-assessment exercise conducted in the middle of the semester on metacognitive awareness (i.e., the accuracy of self-assessment and its subjective confidence) and final test performance of college students of Middle Eastern descent. Effects were measured in the classroom against a…

Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact…

Success in higher education is highly dependent on students' ability to efficiently read and comprehend large amounts of text in the speaker's first/native language (L1) and also in a Foreign Language (FL). Good text comprehension requires readers to implement a variety of metacognitive processes in order to self-regulate understanding. However,…