Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-27T12:56:47.288Z Has data issue: false hasContentIssue false
  • English
  • Français

The third wind of language learning strategies research

Published online by Cambridge University Press:  06 April 2022

Nathan Thomas Open the ORCID record for Nathan Thomas [Opens in a new window] ,
Heath Rose Open the ORCID record for Heath Rose [Opens in a new window] ,
Andrew D. Cohen ,
Xuesong (Andy) Gao Open the ORCID record for Xuesong (Andy) Gao [Opens in a new window] ,
Akihiko Sasaki  and
Teresa Hernandez-Gonzalez
Nathan Thomas*
Affiliation:
UCL (University College London), London, UK
Heath Rose
Affiliation:
University of Oxford, Oxford, UK
Andrew D. Cohen
Affiliation:
University of Minnesota, Minneapolis, MN, USA
Xuesong (Andy) Gao
Affiliation:
University of New South Wales, Sydney, Australia
Akihiko Sasaki
Affiliation:
Mukogawa Women's University, Nishinomiya-hama, Japan
Teresa Hernandez-Gonzalez
Affiliation:
Concordia University, Montreal, Canada
*
*Corresponding author. Email: nathan.thomas.19@ucl.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Research in Progress
Information
Language Teaching , Volume 55 , Issue 3 , July 2022 , pp. 417 - 421
Check for updates
Copyright
Copyright © The Author(s), 2022. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Atkinson, D. (Ed.) (2011). Alternative approaches to second language acquisition. Routledge. doi:10.4324/9780203830932CrossRefGoogle Scholar
Bowen, N. E. J. A., Thomas, N., & Vandermeulen, N. (2022). Exploring feedback and regulation in online writing classes using keystroke logging. Computers and Composition, 102692. doi:10.1016/j.compcom.2022.102692CrossRefGoogle Scholar
Cohen, A. D., & Wang, I. K. H. (2018). Fluctuation in the functions of language learner strategies. System, 74, 169–182. doi:10.1016/j.system.2018.03.011CrossRefGoogle Scholar
Cohen, A. D., & Wang, I. K. H. (2019). Fine-tuning word meanings through mobile app and online resources: A case study of strategy use by a hyperpolyglot. System, 85, 102106. doi:10.1016/j.system.2019.102106CrossRefGoogle Scholar
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. doi:10.4324/9781315779553CrossRefGoogle Scholar
Gao, X., & Hu, J. (2020). From language learning strategy research to a sociocultural understanding of self-regulated learning. In Raya, M. J., & Vieira, F. (Eds.), Autonomy in language education: Theory, research and practice (pp. 31–45). Routledge. doi:10.4324/9780429261336CrossRefGoogle Scholar
Gunning, P., White, J., & Busque, C. (2019). Designing effective strategy instruction: Approaches and materials for young language learners. In Chamot, A., & Harris, V. (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 155–170). Multilingual Matters. doi:10.21832/9781788923415-018CrossRefGoogle Scholar
Hajar, A. (2019). International students’ challenges, strategies, and future vision: A socio-dynamic perspective. Multilingual Matters.Google Scholar
Hu, J., & Gao, X. (2018). Self-regulated strategic writing for academic studies in an English-medium-instruction context. Language and Education, 32(1), 1–20. doi:10.1080/09500782.2017.1373804CrossRefGoogle Scholar
Hu, J., & Gao, X. (2020). Appropriation of resources by bilingual students for self-regulated learning of science. International Journal of Bilingual Education and Bilingualism, 23(5), 567–583. doi:10.1080/13670050.2017.1386615CrossRefGoogle Scholar
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. Routledge. doi:10.4324/9781315719146Google Scholar
Révész, A., Lu, X., & Pellicer-Sánchez, A. (2021). Directions for future methodologies to capture the processing dimension of L2 writing and written corrective feedback. In R. M. Manchón, & C. Polio (Eds.), The Routledge handbook of second language acquisition and writing (pp. 339–355). Routledge.CrossRefGoogle Scholar
Taguchi, N. (2021). Immersive virtual reality for pragmatics task development. TESOL Quarterly (Early View), 1–28. doi:10.1002/tesq.3070Google Scholar
Thomas, N., & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248–257. doi:10.1002/tesq.473CrossRefGoogle Scholar
Thomas, N., Bowen, N. E. J. A., & Rose, H. (2021). A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies. System, 103, 102619. doi:10.1016/j.system.2021.102619CrossRefGoogle Scholar