Volume 37, Issue 2 (2024)Qualitative Research on Language Learning Strategies and Self-Regulation
Edited by Nathan Thomas, Jason Schneider & Sihan Zhou
University College London | DePaul University | The Chinese University of Hong Kong
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Qualitative research on language learning strategies and self-regulationNathan Thomas, Jason Schneider & Sihan Zhou | pp. 177–187
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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
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Strategic use of machine translation: A case study of Japanese EFL university studentsMariko Yuasa & Osamu Takeuchi | pp. 215–240
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Learning vocabulary through listening: The role of strategy use and linguistic proficiencySuzanne Graham & Pengchong Anthony Zhang | pp. 241–265
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Listening strategy instruction for EMI learners to understand teacher input in science classroomsDaniel Fung | pp. 266–289
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Adult migrants’ Norwegian language learning investment strategies in the workplaceNuranindia Endah Arum | pp. 290–308
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Understanding secondary school students’ challenges, language learning strategies and future selves at highly selective EMI schools in KazakhstanAnas Hajar | pp. 309–333
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Investigating language learning strategy use in adult L2 literacy: A constructivist grounded theoryKaatje Dalderop | pp. 334–359
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Extremely virtual and incredibly physical: Investigating language students’ mediation strategies through digital storytelling and digital social readingIlaria Compagnoni & Fabiana Fazzi | pp. 360–387
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Unveiling task value and self-regulated language learning strategies among Japanese learners of English: Insights from different EFL learning scenariosAkiko Fukuda | pp. 388–415
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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