Despite the large quantity of research projects about online learning, studies on students' language learning motivation, self-efficacy belief, and metacognitive strategy use in the online learning setting are limited. The present paper aims to fill this gap through assessing learners' metacognitive strategies, language learning motivation,…

Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The…

Distance learning, online learning and hybrid learning models have been a part of language education for a long time. The adoption of these models and research focusing on related phenomena have become even more frequent since the breakout of the COVID-19 pandemic in 2019. This mixed-method study examines the relationship between online learning…

Strategic competence, or the cognitive resources necessary for utilizing language knowledge, is widely recognized as an essential component of second language (L2) ability. However, research on strategic competence in the context of L2 speaking assessment has been limited, and findings have been inconsistent, making it challenging to discern the…

This study examines reading strategies and learning motivation on learning outcomes, analyzing key achievements and constraints in enhancing the reading experience and learning motivation, and determine Aviation English reading strategies. Quantitative and qualitative methods were both used in these survey methods to gather data from 188…

Introduction: Assuming responsibility of learning and showing flexibility in case of changes and problems in learning could make this process more conscious and fruitful. This is significant, particularly at a time when traditional universities are increasingly moving into online education. To address the gaps in previous self-regulated learning…

The shift from online to offline learning during the post-COVID-19 pandemic prevents pre-service EFL teachers from producing spontaneous oral utterances due to speaking anxiety. The article aims to determine the most preferential strategies that effectively cover speaking anxiety and identify a significant variation among the strategies. To meet…

Autonomy of language learners in technology-supported learning environments has attracted much scholarly attention. However, few studies, to date, have examined the issue in the emerging context of language MOOCs. The present study complemented this line of research via a qualitative investigation of a group of Chinese EFL learners in an English…

During the COVID-19 pandemic, the mode of teaching and learning shifted from mostly offline into the online process. In online learning, interaction and engagement are limited. Thus, it is urgent to prepare students to become autonomous. The activation of students' metacognition is one aspect assumed to be crucial in their learning autonomy. So,…

This study proposed and implemented a blended self-directed learning program for English-as-a-Foreign-Language (EFL) college students beyond the classroom. Adopting a case study-mixed methods design, the study aimed to investigate (1) learners' engagement in the program, (2) the effects of the program, and (3) learners' perceptions of the…

Despite the increased adoption of online learning in higher education, there was limited knowledge about how the combination of online English synchronous learning with gamified applications and active learning impacted student self-regulation. This study used a sequential explanatory research design to investigate this integration in an English…

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey's model of emotional intelligence and Knowles's theory of andragogy, the study involved semi-structured…

Despite extensive use of online language learning during the pandemic of COVID, there is insufficient research on what factors influence students' foreign language achievements in online learning conditions. This article investigated the roles of language aptitude and online self-regulated learning in foreign language achievement in mainland…

Online education transforms many aspects of teaching and learning in higher education. International students studying abroad already face considerable stress and negative emotions, and the transition to online learning can further intensify their learning anxiety. This study systematically investigated the factors associated with international…

The impact of COVID-19 on the higher education sector has extended beyond using alternative technological methods. It has also influenced the professional identities of instructors themselves. This study aims to investigate EFL instructors' perceptions of the impact of online teaching on identity transformation during the COVID-19 lockdown. It…