Vocabulary learning strategies have been frequently viewed as a practical tool to facilitate the acquisition of words and enhance comprehension and production in communication. Previous research suggests that vocabulary learning strategies are a multidimensional construct. This study attempts to validate a vocabulary learning strategies…

Researchers in second language (L2) and education domain use different statistical methods to assess their constructs of interest. Many L2 constructs emerge from elements/parts, i.e., the elements "define" and "form" the construct and not the other way around. These constructs are referred to as emergent variables (also called…

This article describes a new questionnaire, the "Diagnostic Inventory for Self-Regulated Language Learning" (DISLL), for assessing self-regulated learning strategies of students of English as an additional language. We discuss self-regulated learning models, evaluate existing questionnaires for assessing language learners' self-regulated…

Despite the numerous endeavours made to develop questionnaires to assess learners' strategic behaviour in general and learning/use strategies across different language areas and skills, one can surprisingly find no inventories to address learners' grammar learning /use strategies. This study aims to validate a measure of additional language…

Given the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context…

Despite the critical role of reasoning in shaping language teaching and learning strategies in higher education, prior studies have either separately examined reasoning or focused on one specific type thereof and language teaching and learning strategies. To address this gap, this study took a comprehensive approach by examining various types of…

Learning a second language is a life-long process requiring acquaintance with a repertoire of language learning strategies (LLS). Despite copious research on LLS and their role in fostering autonomous learning, few studies have examined strategies employed when trying to master specific subsystems of the target language, especially grammar.…

This study examined the psychometric properties of the Motivational scale of the Motivated Strategies for Learning Questionnaire in a sample of 656 Chinese secondary students in an English learning context. Exploratory factor analysis and confirmatory factor analysis results suggested that a five-factor motivational structure fit the data better…

This study developed a Self-Regulated Second Language Self-Study Questionnaire that addresses the self-regulated learning (SRL) skills of learners of English as a foreign language in a self-study setting. Much attention has been paid to SRL in second language acquisition; however, contexts outside school have hardly been explored. To address this…

Language learning strategies are an important variable in language learning, as they both facilitate learning and make learning more effective. Previous research has categorized and placed language learning strategies into taxonomies. However, despite calls for more socioculturally-appropriate strategy questionnaires, there is a paucity of…

This study examined the role of growth mindset, self-efficacy, and intrinsic value in self-regulated learning (SRL) and English language learning achievements in Hong Kong primary school students. A sample of 690 4th graders participated in the study. The findings suggest that the level of SRL strategy use (i.e. monitoring, effort regulation, and…

Understanding of the differential washback effects of high-stakes tests on students' learning remains limited. This study attempts to fill this research gap by investigating the differential washback effects of the National Matriculation English Test (NMET) in China on students' English learning process across genders, grades and English…

The present study examined the relations between three motivational variables, i.e. academic self-efficacy, task importance, and interest with three types of learning behaviours, i.e. class engagement, metacognitive self-regulation, and avoidance coping with 1954 secondary students in Singapore. Positive correlations were found between the three…

Analyzing the process of how students self-regulate their learning has always been an educational research interest due to changing demographics of Digital Native learners (Prensky, 2001). This research focuses on lesson planning adapted to the Self-Regulated Learning Strategies university students develop when learning English or French and the…

The present study proposed and tested a revision of the self-guides outlined in the L2 motivational self system (Dörnyei, 2005, 2009). Covering the previous conceptualization and measurement issues, ideal L2 self and ought-to L2 self were bifurcated by own and other standpoints, and reoperationalized based on the fundamental tenets of…