This paper aimed to explore the impact of self-regulated learning strategies on English language abilities and knowledge of 421 final-year undergraduate students at a public university in Thailand. The instruments used in the present study were: (1) the 65-item Questionnaire of English Self-Regulated Learning Strategies (QESRLS), and (2) the…

This research aimed to study a direct positive effect of English self-efficacy on English language proficiency, a positive effect of metacognitive learning strategies on English self-efficacy, and an indirect effect of metacognitive learning strategies on English language proficiency with English self-efficacy as a mediator among 160 EFL…

A handful of second/foreign language (L2) studies have examined the effects of practice schedules and reported the advantage of interleaved practice (i.e., practice multiple skills simultaneously) over blocked practice (i.e., practice one skill first and then proceed to the next one). However, no studies in the realm of L2 pragmatics have explored…

Background: Second language (L2) reading is a complex process in which two languages constantly interact. L1 reading and L2 proficiency are two well-acknowledged factors contributing to L2 reading comprehension. Other factors, such as strategy use and anxiety, might also predict L2 reading comprehension, but their roles have not been examined in…

Academic vocabulary is necessary for university students. Vocabulary learning strategies (VLS) assist students to enhance their vocabulary knowledge and should be examined in accordance with their dynamic nature (Gu, 2020). Dynamic assessment (DA) is considered an alternative assessment that simultaneously and systematically assesses and teaches…

The purpose of this study was to investigate whether learning strategies play a mediating role in the relationship between learning attitude and foreign language proficiency. Partial Least Squares Structural Equation Modeling (PLS-SEM) were employed to analyze the structural connections among language learning strategies, learning attitudes, and…

Research on the relationship between students' language learning motivation (LLM), language learning strategies (LLS), self-efficacy beliefs (SEB), and achievement in non-European languages has been both limited and overwhelmingly cross-sectional, often with little attention paid to their multilingualism. Combining complex dynamic systems and…

The objectives of the current research are to identify and quantify the cognitive strategies non-English students use when working on assignments or solving problems of the English language they are learning and seek to find out non-English students' motivation and background knowledge of English as sustaining factors related to the use of…

This systematic literature review (SLR) aimed to explore the theoretical frameworks used to comprehend parental involvement in ESL children's learning. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the review analysed relevant articles published within the last five years (2019-2023) by…

Even when proficiency in foreign languages has emerged as a critical skill to foster academic, professional, and personal growth, there remains a notable gap in the literature regarding the relation between language learning strategies (LLS) and communicative competence in English among Colombian high school students. This investigation used an…

Metacognition has emerged as one of the most preeminent constructs of cognitive research. The core premise of embracing metacognition lies in its underlying potential to regulate, monitor, and plan the process of learning. Metacognitively aware learners empower their zealous in their pursuits of exhibiting more accomplished performance and guide…

This case study, conducted at a Palestinian university, explored the language learning strategies employed by learners of English as a foreign language and the relationship with proficiency. Furthermore, since gender is often considered a major variable in learning success in some areas of the world, the study wished to explore the role of gender…

Language Learning Strategies (LLSs) assist learners to develop cognitive or behavioral competences to make the language learning process more self-directed and effective. In the current educational contexts, think-aloud methods are used to provide insights into the cognitive processes of individuals as they engage in enhancement of skills and…

Students with a mother tongue other than English often struggle with the demands of an academic programme at tertiary institutions where the medium of instruction is English. If their English language proficiency is inadequate, it may hamper their academic progress. Students feel that their command of English is unsatisfactory, and this causes…

Aiming to investigate how English as a Foreign Language (EFL) college students developed learning strategies to improve oral presentation, this study involved fifty participants in negotiation of meaning (NoM) with peer feedback and assessment through telecollaboration. The participants were randomly assigned to the control (28 students) and…