This study is aimed to identify the effects of task complexity on first language (L1) use and the functions it may serve when two groups of learners of English as a foreign language (EFL) work on collaborative tasks. Twenty-four pairs of Chinese EFL learners from two universities were assigned to a lower-proficiency and a higher-proficiency group,…

This study investigated the learning strategies that university students with specific learning disabilities (SLD) report using in the Chinese language context. Participants were 105 first-year undergraduate students with SLD and 134 typically developing peers. Three questionnaires about reported reading/writing difficulties, metacognitive…

This study explores the way translation crowdsourcing may contribute to metacognitive translator training through a teaching experiment where Global Voices Lingua was integrated into an undergraduate English-Chinese translation course. In doing so, the study investigates how translation students' awareness of conditional knowledge and its…

This study conducted the semi-structured interview to investigate the types of vocabulary learning strategies (VLSs) Chinese English major university students employed and the factors for their VLS use. Chinese EFL learners frequently employed determination and cognitive strategies. They mainly used the mechanical strategies and focused on English…

The unforeseen shift to virtual learning during the COVID-19 pandemic required instructors and students to face unprecedented learning challenges. Under these circumstances, Chinese international students who intended to come to the U.S. to begin their studies were required to remotely access their courses while still residing in China, which…

This paper reinforces the importance of third language acquisition research in a multilingual context focusing on language experience, vocabulary learning strategies, emotional self-regulation strategies, and language anxiety. This study explored three languages: Chinese, Korean, and Vietnamese, to know if there are significant relationships…

The goal of this study was to investigate the impact of repeated use of a metacognitive self-regulation inventory (MSRI) in translator self-training. Designed by the researchers, the MSRI includes the cognitive management strategies of planning, monitoring and evaluation. A pre-post comparison study was conducted with two groups of students. The…

As a neoliberally-driven test, China's postgraduate entrance exam is gaining an increasing attention nationwide due to the intense competition in the local market and the dramatic size of Chinese students taking the exam. Under the neoliberal mechanism, Chinese candidates are ideologically self-regulated and emotionally-driven to mobilize their…

Language-related Study Abroad (SA) experiences can be catalysts for learner transformation in the areas of cognition, socialization, and/or affect by virtue of the location and experience. An Open Architecture Curriculum Design (OACD) framework can support, promote, and enhance such transformation, as evidenced in eight programs for young adults,…

In this study, college English as a foreign language (EFL) learners in mainland China for the first time explored their reading process through collaborative retrospective miscue analysis (CRMA). In pairs, they interviewed each other about reading interests, beliefs, and strategies; read aloud and retold texts to each other; marked each other's…

To assist second language learners in becoming effective, aware, and reflective participants in higher education, support can be provided by integrating structured awareness raising approaches in the language curriculum. Drawing on self-regulation principles, such a structured awareness raising curriculum is most notably sustained by reflective…

This interpretive case study explored the effectiveness of listening strategy instruction that promoted self-regulated learning and gained insights into students' and instructors' perceptions of strategy-integrated listening instruction among second semester learners of Chinese as a second language at a military college in Northern California.…

This study sought to provide a nuanced understanding of the relationship between metacognitive awareness and listening performance by eliciting from 113 English-as-a-second-language (ESL) Chinese learners their metacognitive awareness with regard to knowledge of listening strategies used and perceptions of difficulty and anxiety following a…

The Learning and Study Strategies Inventory (LASSI) is widely used in assessing students' learning and study strategies at both university and high school levels. The present study developed a Chinese version of LASSI (LASSI-C) and then further investigated the reliability, factor structure, and validity of LASSI-C scores, using a sample of 612…

Reading, whether the reader's First language, L1 or Second language, L2, is a cognitive enterprise, and it can be treated as a result of the interaction among the reader, the text, and the context. Metacognitive strategies refer to the behaviours applied by learners to plan, arrange, and evaluate their learning. This study aimed to investigate…