• Investigating reactivity in L2 listener verbal reports
  Michael Yeldham & Rainbow Tsai-Hung Chen | AILA 38:1 (2025) p. 66 | Article
• 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
• Learning vocabulary through listening: The role of strategy use and linguistic proficiency
  Suzanne Graham & Pengchong Anthony Zhang | AILA 37:2 (2024) pp. 241–265 | Article
• Listening strategy instruction for EMI learners to understand teacher input in science classrooms
  Daniel Fung | AILA 37:2 (2024) pp. 266–289 | Article
• Adult migrants’ Norwegian language learning investment strategies in the workplace
  Nuranindia Endah Arum | AILA 37:2 (2024) pp. 290–308 | Article
• Understanding secondary school students’ challenges, language learning strategies and future selves at highly selective EMI schools in Kazakhstan
  Anas Hajar | AILA 37:2 (2024) pp. 309–333 | Article
• Investigating language learning strategy use in adult L2 literacy: A constructivist grounded theory
  Kaatje Dalderop | AILA 37:2 (2024) pp. 334–359 | Article
• Extremely virtual and incredibly physical: Investigating language students’ mediation strategies through digital storytelling and digital social reading
  Ilaria Compagnoni & Fabiana Fazzi | AILA 37:2 (2024) pp. 360–387 | 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
• The development of EFL students’ speech fluency: A phase transition investigation based on a complex dynamic systems perspective
  Dony Marzuki | AILA 36:1 (2023) pp. 112–133 | 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

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