Abstracts Archive

Recent research has suggested that when transitioning to English medium instruction (EMI) tertiary education, students from L1-medium secondary schools may develop strong autonomy and strategically regulate their English learning to handle the challenges of listening to academic content in English (...

This talk will start with a brief review of strategy instruction (SI) studies and their limitations, especially large-scale quantitative studies using an experimental-control design which tend to yield a macro-level picture of SI. Then, we will describe a study demonstrating how qualitative methods ...

This study adopted multiple approaches to examining the diachronic development trajectories of L2 learners' strategic regulation behavior and its interactions with affective and social conditions in the course of self-regulation strategy instruction. A longitudinal case study was conducted with four...

This presentation will report on two methodological innovations that I have developed over the course of a large-scale examination of the strategies and sources of regulation of international students at a major university in London, UK. The project involved several sequential studies with more than...

In this presentation I align with the recent articulation of the third wind of language learning strategies (LLS) research-and, particularly, with the view that we need to move beyond identification and classification of strategies, and to delve into the myriad factors that motivate students' strate...

The lion's share of language learning strategy (LLS) research has adopted a cognitive approach which treats language learning as a series of mental processes and relies greatly on quantitative data. Also, little  research has explored individuals' multilingual selves when learning a language ot...