• Qualitative research on language learning strategies and self-regulation
  Nathan Thomas, Jason Schneider & Sihan Zhou | AILA 37:2 (2024) pp. 177–187 | introduction
• Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writing instruction: A self-regulated learning perspective
  Lin Sophie Teng, Jia Wei & Lawrence Jun Zhang | AILA 37:2 (2024) pp. 188–214 | Article
• Strategic use of machine translation: A case study of Japanese EFL university students
  Mariko Yuasa & Osamu Takeuchi | AILA 37:2 (2024) pp. 215–240 | Article
• Unveiling task value and self-regulated language learning strategies among Japanese learners of English: Insights from different EFL learning scenarios
  Akiko Fukuda | AILA 37:2 (2024) pp. 388–415 | Article
• Self-regulation to develop autonomy in language teacher education: Two case studies in an EFL Malagasy context
  Dominique Vola Ambinintsoa & Eduardo Castro | AILA 37:2 (2024) pp. 416–440 | Article
• Developing L2 listening comprehension through extensive and intensive listening
  Omar Karlin & Sayaka Karlin | AILA 36:1 (2023) p. 91 | Article
• Can metacognition bring in the ingredients requisite for L2 listening success?
  Çağrı Tuğrul Mart | AILA 34:2 (2022) pp. 262–273 | Article
• Impact of parental beliefs and involvement on children’s English learning achievements in Hong Kong
  Barry Bai, Wenjuan Guo & Rui (Eric) Yuan | Article
• Problematizing and reexamining the notion of taking another introductory-level language class at college: Adding students’ voices to the conversation at secondary and post-secondary levels
  Hsuan-Ying Liu | Published online 21 November 2024 | Article

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