Metacognitive awareness is essential in regulating second language (L2) listening and has been predominantly assessed by a multidimensional instrument named the Metacognitive Awareness Listening Questionnaire (MALQ). Since previous studies have yielded inconclusive evidence concerning the generalization of MALQ, it is important to examine the…

In this study, we assessed metacognition in nonnative language speech perception and production. Spanish novice learners of French identified and produced the French vowel contrast /ø/--/oe/ and, on each trial, rated their confidence in their responses. Participants' confidence in perception predicted their identification accuracy, suggesting that…

Attaining a high level of proficiency in speaking a second language (L2) is a formidable challenge, particularly in many English as a foreign language (EFL) settings, such as Taiwan. In such environments, students often encounter limited opportunities for English-speaking practice within formal classroom settings due to the prevalence of…

Multimedia is vastly used as authentic and available input in second and foreign-language contexts. To deal with the difficulties and complexities of comprehending these authentic materials, collaborative learning through metacognitive instruction helps develop learners' listening comprehension. The present study has mainly explored the role of…

Given the growing attention directed to emotions and non-cognitive variables in second language (L2) learning, numerous researchers have examined these constructs in English as a foreign language (EFL) contexts. To contribute to this research agenda, this study aimed to test a model of L2 boredom based on mindfulness, grit, and academic buoyancy.…

EFL listening comprehension has been a stark challenge for language learners, but little is known about the combined effect of individual differences, such as working memory capacity, and metacognitive intervention. Thus, the present experimental study investigates the effect of metacognitive intervention on the listening performance and…

Based on the related literature, both self-evaluation (SE) and reflective thinking (RT) play an important role in English language learning among EFL learners. Therefore, in this study, the effects of SE and RT on growth mindfulness, resilience, and academic well-being of Saudi Arabian EFL students were compared. Ninety-six intermediate EFL…

Purpose: Self-assessment is regarded as a complex metacognitive process by scholars. Nevertheless, in the context of English as a Second Language (ESL) speaking, self-assessment practices often rely on assessment criteria and teacher commentaries. However, speaking involves spontaneous expression with limited access to external standards.…

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…

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…

Mindfulness has been overlooked in previous studies of second or foreign language learning. This study aims to explore the relationship between mindfulness, anxiety, burnout and self-perceived foreign language proficiency among a sample of 492 learners. Further, it seeks to make up for the deficiency in the current empirical literature regarding…

Adopting Complex Dynamic Systems Theory (CDST) in Second Language Acquisition (SLA) is a testament to the revolutionary and evolutionary advancement in theory and empirical practice in the field. CDST is revolutionary for the fact that it warrants systems thinking of SLA phenomena that breaks the chain of dichotomous conceptualization on vital…

Listening is an essential and challenging language skill to acquire when we learn a new language, but L2 listening has received much less attention than reading, writing, and speaking in L2 teaching. This study investigated the direct effect of listening self-efficacy and metacognition on L2 listening comprehension and tested the mediating effect…

This intervention study was conducted to assess the effects of three instructional approaches to L2 listening. That is, a metacognitive pedagogical cycle, an awareness-raising approach which combined reflections and short discussions of factors associated with successful L2 listening, and an approach that incorporated vocabulary as a prelistening…

Incorporating mindfulness into education has been linked to improving academic, social and emotional learning. This article describes an investigation of the implementation of meditative practices in a foreign language setting (German). Two classes underwent distinct varieties of meditation: The count-to-ten method and the guided meditation…