Qualitative Research on Language Learning Strategies and Self-Regulation
Special issue of AILA Review 37:2 (2024)
Editors
[AILA Review, 37:2] 2024. vi, 264 pp.
Publishing status: Available
Published online on 20 December 2024
Published online on 20 December 2024
© AILA
Table of Contents
- Qualitative research on language learning strategies and self-regulationNathan Thomas, Jason Schneider & Sihan Zhou | pp. 177–187
- Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writing instruction: A self-regulated learning perspectiveLin Sophie Teng, Jia Wei & Lawrence Jun Zhang | pp. 188–214
- Strategic use of machine translation: A case study of Japanese EFL university studentsMariko Yuasa & Osamu Takeuchi | pp. 215–240
- Learning vocabulary through listening: The role of strategy use and linguistic proficiencySuzanne Graham & Pengchong Anthony Zhang | pp. 241–265
- Listening strategy instruction for EMI learners to understand teacher input in science classroomsDaniel Fung | pp. 266–289
- Adult migrants’ Norwegian language learning investment strategies in the workplaceNuranindia Endah Arum | pp. 290–308
- Understanding secondary school students’ challenges, language learning strategies and future selves at highly selective EMI schools in KazakhstanAnas Hajar | pp. 309–333
- Investigating language learning strategy use in adult L2 literacy: A constructivist grounded theoryKaatje Dalderop | pp. 334–359
- Extremely virtual and incredibly physical: Investigating language students’ mediation strategies through digital storytelling and digital social readingIlaria Compagnoni & Fabiana Fazzi | pp. 360–387
- Unveiling task value and self-regulated language learning strategies among Japanese learners of English: Insights from different EFL learning scenariosAkiko Fukuda | pp. 388–415
- Self-regulation to develop autonomy in language teacher education: Two case studies in an EFL Malagasy contextDominique Vola Ambinintsoa & Eduardo Castro | pp. 416–440
Introduction
Articles