Second language (L2) listening comprehension is a function of many variables. We focused on metacognitive awareness, which we measured using the Metacognitive Awareness Listening Questionnaire (MALQ; Vandergrift et al., 2006), and meta-analyzed (a) the factor structure of the MALQ and (b) the relationship between metacognitive awareness and L2…

This article outlines the development of a 16-item instrument for measuring language learner's foreign language self-efficacy (SE) concerning their speaking and listening skills through repeated administrations to groups of Japanese tertiary students. Responses were analysed through the Rasch model, which allows researchers to investigate…

The shift from teacher-centered to student-centered instruction requires language teachers' role to change from being lecturers and controllers to facilitators and advisors. This shift requires students to have a high degree of learner autonomy. However, some teachers hesitate to promote learner autonomy. If they remain uncertain about the…

Research in metacognitive listening strategies in first language (L[superscript 1]) listening is in its infancy. The research presented here, which is the first study in a larger research program, compares the strategies L[superscript 1] students in the US say they do in the classroom with the strategies L[superscript 2] students say they use, as…

This study explored the effect of metacognitive reading strategy intervention in English on helping Moroccan learners reversely transfer metacognitive reading strategies from English (L3) into French (L2). In particular, it investigated whether an improvement in metacognitive reading strategy in English (L3) would lead to an improvement in reading…

Whilst previous researchers commonly report on the effect of portfolio-based instruction on second language/English as a foreign language (L2/EFL) learners' language performance, very few studies examine its impact on their learning motivation. Drawing on expectancy-value theory, the current study examines how the implementation of a…

The purpose of this study is to investigate the theoretical structure of the Survey of Reading Strategies (SORS) developed for assessing ESL students' use of metacognitive reading strategies. The data for this study were collected from 1,431 Chinese college students whose second language (L2) was English. Both explanatory factor analysis (EFA) and…

Metacognitive awareness of listening strategies has a supporting role in explaining L2 listening comprehension. Although metacognitive awareness is language-independent, language proficiency may determine whether learners can utilize such a cognitive resource during multiple language development. The current study explores the listening strategy…

Health translation has gotten considerable attention recently because language diversity in multilingual societies often leads to language barriers. The present study evaluates the linguistic comprehensibility of translations in the "Health Translations Website" from the Victorian Government of Australia using the patient-oriented and…

This research paper explores the effectiveness of Metacognitive Strategy Instruction [MSI] in enhancing the listening skills and autonomy of adult EFL learners in the advanced level of university preparatory studies in Oman. Utilizing a quasi-experimental design, the study involved an Experimental Group [EG] and a Control Group [CG], each…

The study aimed at enhancing Chinese as a second language (CSL) students' listening comprehension by using authentic contexts in Second Life (SL). Twenty-seven CSL students from 4 countries participated in the 6-week study. A within-subject design was adopted to confirm the effects of 3D immersive experiences on CSL students' listening…

Currently, the most acknowledged test to qualify for overseas universities is the IELTS test which is referred to as the International English Language Testing System. It is implemented as an accreditation tool and is believed to be a reputable and trustworthy tool of language competence by tertiary institutions which employ its use. Regardless of…

Self-efficacy is one's belief in one's capacity to organize and execute a course of action and serves as a motivating factor, since people tend to seek opportunities in areas where they feel efficacious and avoid areas where they believe they might fail (Bandura, 1997). Furthermore, as language learners' feelings of efficacy increase, so does the…

This study investigated the relations between bilingual students' amount of talk during classroom discussion, motivation, and self-reported bi-literacy skills (i.e. reading, writing skills in their native and school languages). Sixth-grade Spanish-English bilinguals in the United States (N = 121; M age = 12.119 years old; SD = 0.358) reported on…

The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated…