This paper describes an investigation of the relationship between students' writing knowledge and second language writing performance. Metacognitive and metalinguistic knowledge contribute significantly to writing performance. As a foreign language, 78 undergraduate students took a writing knowledge class and a writing proficiency test. The…

Volition helps students who are in the reading process to achieve their objectives. It converts their motivation into actual actions they need to undergo to reach the predetermined goals. Such actions may include the use of strategies, whether to manage their cognition, emotions, or distractions, that may elevate their reading comprehension and…

Metacognitive strategies, language learning motivation, and self-efficacy belief are crucial to online or remote learning success. The purpose of the present study was to evaluate the interrelationship among metacognitive strategies, language learning motivation, self-efficacy belief, and English learning achievement. The data were collected from…

Foreign language learners' failure in learning English despite many years of language instruction in state schools has been a widely discussed topic. However, relatively few studies have attempted to explore possible effects of failure attributions and metacognitive awareness on language learning. As metacognitive awareness is an acknowledged…

The topic of learning strategies has often been researched in the contexts of second language acquisition and language pedagogy. New developments in these fields and change in the characteristics and needs of new learner populations in different contexts call for additional research in this area which is characterized by change and variability.…

This study explores the complex relationships between language learning motivation, vocabulary learning strategies, and two components of second language vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent…

This study adopts a qualitative method in comparing EFL students' development of metacognitive knowledge and metacognitive strategy use in a university flipped classroom, as opposed to a regular classroom context. A total of 8 students (4 from each class) were each interviewed twice, once at the beginning and again at the end of the semester, in…

The scientific knowledge related to online reading dispositions and factors affecting the occurrence of these dispositions is limited. Therefore, this treatise aims at studying the impact of metacognitive online reading strategies on online reading dispositions. To achieve this goal, the mixed method was employed using questionnaires and…

Research shows that acquisition of writing skills can be supported by metacognitive strategy training. However, research on incorporating metacognitive guidance for collaborative writing is scarce. The current study explores the potential effectiveness of incorporating metacognitive prompts, that is, a form of metacognitive guidance, into…

Metacognition, often used as a component of reading strategy instruction, has two dimensions - knowledge about cognition and regulation of cognition. Though many studies explore the connection between metacognitive strategies and development of reading comprehension abilities, not many examine how the two dimensions of metacognition interact to…

The study examined the role of self-efficacy and self-regulated learning on the effect of self-directed learning on academic writing problem-solving for EFL undergraduates. The study applied a cross sectional design to evaluate 213 students from the Departments of English Education and English Literature of a private university in Malang,…

This study attempts to replicate Pawlak's (2018) Grammar Learning Strategy Inventory (GLSI). It explores the use of GLSI by Saudi students of English as a Foreign Language (EFL) in their college preparation year. The re-emergence of GLSI after a long period of neglect is a significant development in Language Learning Strategies. Consequently, due…

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…

We conceptually replicated Kemp (2010), who investigated the effect of keeping a listening log, a journal or learner diary, on ESL students' motivation toward autonomous learning. Her research suggested that keeping a listening log can aid ESL listeners to self-monitor their performance and reflect on their listening process independently.…

This paper investigates the effects of formative assessment (FA) via artificial intelligence (AI) on EFL students' reading comprehension development, online academic enjoyment, personal best goals (PBGs), and academic mindfulness. To achieve this, 80 Kuwaiti students were selected through convenience sampling and divided into the experimental…