Skip to main content Accessibility help
×
Publisher:
Cambridge University Press
Online publication date:
March 2025
Print publication year:
2025
Online ISBN:
9781009581295
Series:
Elements in Language Teaching

Book description

Metacognition, the awareness and regulation of one's own learning process, is a cornerstone of effective language learning. This element is a ground-breaking text that offers a comprehensive guide to incorporating metacognitive strategies into the teaching of reading, writing, vocabulary, and listening. This element stands as a bridge between theoretical frameworks and actionable teaching practices, enabling educators to enhance their students' language proficiency in a holistic manner. This element is replete with case studies, examples from diverse learning contexts, and evidence-based practices. It is an invaluable resource for language educators who aspire to cultivate independent learners capable of self-assessment and strategy adjustment. By fostering metacognitive awareness across all facets of language learning, this element empowers students to take charge of their own learning journey, leading to more profound and lasting language mastery.

References

Abdelhalim, S. M. (2024). Using ChatGPT to promote research competency: English as a Foreign Language undergraduates’ perceptions and practices across varied metacognitive awareness levels. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12948.
Alamer, A., Teng, M. F., & Mizumoto, A. (2024). Revisiting the construct validity of Self-regulating capacity in vocabulary learning scale: The confirmatory composite analysis (CCA) approach. Applied Linguistics, amae023. https://doi.org/10.1093/applin/amae023.
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. Washington, DC: Center for Applied Linguistics, ERIC. Clearinghouse on Languages and Linguistics.
Anderson, N. J. (2008). Metacognition and good language learners. In Griffiths, C. (ed.), Lessons from good language learners (pp. 99110). Cambridge: Cambridge University Press.
Azevedo, R. (2020). Reflections on the field of metacognition: Issues, challenges, and opportunities. Metacognition and Learning, 15, 9198.
Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829839.
Baker, L. (2015). Developmental differences in metacognition: Implications for metacognitively oriented reading instruction. In Israel, S. E., Block, C. C., Bauserman, K. L., & Kinnucan-Welsch, K. (eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 6179). New York: Routledge.
Baker, L. (2017). The development of metacognitive knowledge and control of comprehension: Contributors and consequences. In Mokhtari, K. (ed.), Improving reading comprehension through metacognitive reading instruction (pp. 131). Lanham, MD: Roman and Littlefield.
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. New York: Routledge.
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161186.
Brinck, I., & Liljenfors, R. (2013). The developmental origin of metacognition. Infant and Child Development, 22(1), 85101. https://doi.org/10.1002/icd.1749.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Weinert, F. E. & Kluwe, R. H. (eds.), Metacognition, motivation, and understanding (pp. 65116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Bui, G., & Kong, A. (2019). Metacognitive instruction for peer review interaction in L2 writing. Journal of Writing Research, 11(2), 357392.
Dimmitt, C., & McCormick, C. B. (2012). Metacognition in education. In Harris, K. R., Graham, S., & Urdan, T. (eds.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 157187). Washington, DC: American Psychological Association.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20, 391409.
Efklides, A. (2001). The systemic nature of metacognitive experiences. In Chambers, P., Izaute, M., & P.-Marescaux, J. (eds.), Metacognition: Process, function and use (pp. 1934). Dordrecht, Netherlands: Kluwer.
Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1, 314.
Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13, 277287.
Fairbanks, C. M., Duffy, G. G., Faircloth, B. S. et al. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61 (1–2), 161171.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In Resnick, L. B. (ed.), The nature of intelligence (pp. 231235). Hillsdale, NJ: Lawrence Erlbaum Associates.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new era of cognitive developmental inquiry. American Psychologist, 34, 906911.
Flavell, J. H. (1985). Cognitive development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In Weinert, F. E. and Kluwe, R. H. (eds.), Metacognition, Motivation and Understanding (pp. 2129). Hillsdale, NJ: Erlbaum.
Fleming, S. M., Dolan, R. J., & Frith, C. D. (2012). Metacognition: Computation, biology and function. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 367(1594), 12801286. https://doi.org/10.1098/rstb.2012.0021
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. Composition and Communication, 32(4), 365387.
Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (5th ed). New York: Routledge.
Goh, C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 5575. https://doi.org/10.1016/S0346-251X(99)00060-3
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188213.
Goh, C. (2018). Metacognition in second language listening. In Liontas, J. (ed.), The TESOL encyclopedia of English language teaching (pp. 17). Hoboken, NJ: John Wiley & Sons.
Goh, C. (2023). Learners’ cognitive processing problems during comprehension as a basis for L2 listening research. System, 119, 103164.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222232.
Goh, C., & Vandergrift, L. (2021). Teaching and learning second language listening: Metacognition in action. New York: Routledge.
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165182.
Graham, S., Harris, K. R., MacArthur, C., & Santangelo, T. (2018). Self-regulation and writing. In Schunk, D. & Greene, J. (eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 138152). New York: Routledge.
Gu, P. Y. (2018). Validation of an online questionnaire of vocabulary learning strategies for ESL learners. Studies in Second Language Learning and Teaching, 8(2), 325350.
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643679.
Hacker, D. J., Keener, M. C., & Kircher, J. C. (2009). Writing is applied metacognition. In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (eds.), Handbook of metacognition in education (pp. 154172). New York: Routledge.
Harris, K. R., Graham, S., Brindle, M., & Sandmel, K. (2009). Metacognition and children’s writing. In Hacker, D. J., Dunlosky, J., and Graesser, A. C. (eds.), Handbook of metacognition in education (pp. 131153). New York: Routledge.
Hayes, J. (1996). A new framework for understanding cognition and affect in writing. In Levy, M. & Ransdell, S. (eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 127). Mahwah, NJ: Erlbaum.
Haukås, Å. (2018). Metacognition in language learning and teaching: An overview. In Haukås, Å, Bjørke, C., & Dypedahl, M. (eds.), Metacognition in language learning and teaching (pp. 1120). Routledge.
Haukås, Å., Bjørke, C., & Dypedahl, M. (2018). (eds.). Metacognition in language learning and teaching. New York: Routledge.
Hertzog, C. (2016). Aging and metacognitive control. In Dunlosky, J. & Tauber, S. K. (eds.), Oxford library of psychology: The Oxford handbook of metamemory (pp. 537558). New York: Oxford University Press.
Hiver, P., & Whitehead, E. K. (2018). Teaching metacognitively: Adaptive inside-out thinking in the language classroom. In Haukås, Å, Bjørke, C., & Dypedahl, M. (eds.), Metacognition in Language learning and teaching (pp. 243262). New York: Routledge.
Kellogg, R. (1996). A model of working memory. In Levy, M. C. & Ransdell, S. (eds.), The science of writing (pp. 5772). Mahwah: Lawrence Erlbaum Associates.
Kellogg, R. T. (2008). Training writing skills: A cognitive development perspective. Journal of Writing Research, 1, 126. https://doi.org/10.17239/jowr-2008.01.01.1.
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Computers & Education, 104, 1833.
Koriat, A. (2007). Metacognition and consciousness. In Zelazo, P. D., Moscovich, M., & Thompson, E. (eds.), The Cambridge handbook of consciousness (pp. 289325). New York: Cambridge University Press.
Kress, G. (1982). Learning to write. London: Routledge & Kegan Paul.
Larkin, S. (2009). Socially mediated metacognition and learning to write. Thinking Skills & Creativity, 4(3), 149159.
Lehtonen, T. (2000). Awareness of strategies is not enough: How learners can give each other confidence to use them. Language Awareness, 9(2), 6477.
Lockl, K., & Schneider, W. (2006). Precursors of metamemory in young children: The role of theory of mind and metacognitive vocabulary. Metacognition and Learning, 1(1), 1531.
Ma, J., & Teng, F. (2021). Metacognitive knowledge development of students with differing levels of writing proficiency in a process-oriented course: An action research study. In Reynolds, B. L. & Teng, F.. (eds.), Innovative approaches in Teaching writing to Chinese speakers (pp. 92117). Berlin: DeGruyter Mouton.
McLeod, B., & McLaughlin, B. (1986). Restructuring or automaticity? Reading in a second language. Language Learning, 36(2), 109123.
Mizumoto, A. (2013). Effects of self-regulated vocabulary learning process on self-efficacy. Innovation in Language Learning & Teaching, 7(3), 253265.
Mizumoto, A. (2023). Data-driven learning meets Generative AI: Introducing the framework of metacognitive resource use. Applied Corpus Linguistics, 3(3), 100074. https://doi.org/10.1016/j.acorp.2023.100074
Mizumoto, A. & Takeuchi, O. (2012). Adaptation and validation of Self-regulating capacity in vocabulary learning scale. Applied Linguistics, 33, 8391. https://doi.org/10.1093/applin/amr044
Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249259.
Nation, I. S. P. (2007). The four strands. Innovation in Language Learning and Teaching, 1(1), 112.
Nation, I. S. P. (2022). The different aspects of vocabulary knowledge. In Webb, S. (ed.), The Routledge handbook of vocabulary studies (pp. 1529). New York: Routledge.
Nguyen, L. T. C., & Gu, Y. Q. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17, 930.
Norman, E., Pfuhl, G., Saele, R. et al. (2019). Metacognition in psychology. Review of General Psychology, 23, 403424.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, England: Cambridge University Press.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Paris, S., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: A program to improve children’s reading awareness and comprehension. Journal of Educational Psychology, 76, 12391252.
Pennequin, V., Sorel, O., & Mainguy, M. (2010). Metacognition, executive functions and aging: The effect of training in the use of metacognitive skills to solve mathematical word problems. Journal of Adult Development, 17(3), 168176. http://dx.doi.org/10.1007/s10804-010-9098-3
Pressley, M., & Gaskins, I. W. (2006). Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students? Metacognition and Learning, 1, 99113.
Rasekh, Z. E., & Ranjbary, R. (2003). Metacognitive strategy training for vocabulary learning. TESL-EJ, 7(2), 118.
Rose, H. (2012). Reconceptualizing strategic learning in the face of self-regulation: Throwing language learning strategies out with the bathwater. Applied Linguistics, 33, 9298.
Rost, M. (2016). Teaching and researching listening (3rd ed.). New York: Routledge.
Rodgers, J. (2018). Teaching/Developing vocabulary through metacognition. In Liontas, J. I. (ed.), The TESOL encyclopedia of English language teaching (pp. 16). Hoboken, NJ: John Wiley & Sons.
Sato, M. (2022). Metacognition. In Li, S., Hiver, P., & Papi, M. (eds.), The Routledge handbook of second language acquisition and individual differences (pp. 95108). New York: Routledge.
Schraw, G. A. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113125.
Schraw, G. A. (2001). Promoting general metacognitive awareness. In Hartman, H. J. (ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 316). New York: Springer.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460475.
Shen, X., & Teng, M. F. (2024). Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing. Thinking Skills & Creativity. https://doi.org/10.1016/j.tsc.2024.101524.
Sparks, R., & Ganschow, L. (1993). Searching for the cognitive locus of foreign language learning problems: Linking first and second language learning. Modern Language Journal, 77, 289302.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257285.
Svalberg, A. M. (2007). Language awareness and language learning. Language Teaching, 40(4), 287308.
Sun, Q., Pan, H., & Zhan, I. (2024). Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach. System, 117, 103100. https://doi.org/10.1016/j.system.2023.103100.
Teng, L. S. (2022). Self-regulated learning and second language writing: Fostering strategic language learners. Cham: Springer.
Teng, L. S. (2024). Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing. Language Teaching Research, 28(2), 366388. https://doi.org/10.1177/1362168821100688.
Teng, L. S., Yuan, E., & Sun, P. J. (2020). A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts. System, 88, 102182. https://doi.org/10.1016/j.system.2019.102182.
Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models of self-Regulated learning strategies. The Modern Language Journal, 100 (3), 674701.
Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 13, 213240. https://doi.org/10.1007/s11409-017-9171-4.
Teng, L. S. & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, 100701. https://doi.org/10.1016/j.jslw.2019.100701.
Teng, L. S. & Zhang, J. L. (2022). Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions. Applied Linguistics, 43(3), 587595. https://doi.org/10.1093/applin/amab032.
Teng, M. F. (2016). Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition. Thinking Skills & Creativity, 22, 289302. https://doi.org/10.1016/j.tsc.2016.06.005
Teng, M. F. (2019). A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing. English Teaching: Practice and Critique, 18(3), 281297. https://doi.org/10.1108/ETPC-07-2018-0070
Teng, M. F. (2020a). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54, 2939. https://doi.org/10.1111/lit.12181.
Teng, M. F. (2020b). Tertiary-level students’ English writing performance and metacognitive awareness: A group metacognitive support perspective. Scandinavian Journal of Educational Research, 64(4), 551568. https://doi.org/10.1080/00313831.2019.1595712.
Teng, M. F. (2020c). Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns. System, 97, 102426. https://doi.org/10.1016/j.system.2020.102426.
Teng, M. F. (2020d). Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development. Studies in Educational Evaluation, 65, 100870. https://doi.org/10.1016/j.stueduc.2020.100870.
Teng, M. F. (2020e). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching, 14(5), 436450. https://doi.org/10.1080/17501229.2019.1615493.
Teng, M. F. (2021a). The effectiveness of incorporating metacognitive prompts in collaborative writing on academic English writing skills. Applied Cognitive Psychology, 35(3), 659673. https://doi.org/10.1002/acp.3789.
Teng, M. F. (2021b). Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes. Porta Linguarum, 31, 6176. https://doi.org/10.30827/portalin.v0i35.16861.
Teng, M. F. (2022a). Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness. Asia Pacific Journal of Education, 42(2), 179195. https://doi.org/10.1080/02188791.2020.1835606.
Teng, M. F. (2022b). Effects of individual and group metacognitive prompts on tertiary-level students’ metacognitive awareness and writing outcomes. Asia-Pacific Education Researcher, 31, 601612. https://doi.org/10.1007/s40299-021-00611-8.
Teng, M. F. (2022c). Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: A latent growth curve modelling approach. Language Awareness, 31(4), 470494. https://doi.org/10.1080/09658416.2021.1972116.
Teng, M. F. (2023a). Metacognition. In Wen, Z., Adriana, B., Mailce, B., & Teng, F. (eds.), Cognitive individual differences in second language acquisition: Theory, assessment & pedagogy (pp. 175199). Berlin: De Gruyter Mounton.
Teng, M. F. (2023b). Exploring self-regulated vocabulary learning strategies, proficiency, working memory, and vocabulary learning through word-focused exercises. The Language Learning Journal. https://doi.org/10.1080/09571736.2023.2267575.
Teng, M. F. (2024a). Metacognition and autonomy in building a community for language learning through VR digital gaming. Computers & Education: X Reality, 4, 100060. https://doi.org/10.1016/j.cexr.2024.100060.
Teng, M. F. (2024b). Growth mindset in vocabulary learning from reading in a foreign language context. International Journal of Applied Positive Psychology. https://doi.org/10.1007/s41042-024-00161-6.
Teng, M. F. (2024c). Metacognitive awareness and EFL learners’ perceptions and experiences in utilizing ChatGPT for writing feedback. European Journal of Education, 60, e12811. https://doi.org/10.1111/ejed.12811.
Teng, M. F. (2024d). Do self-efficacy belief and emotional adjustment matter for social support and anxiety in online English learning in the digital era?. Digital Applied Linguistics, 1, 2227. https://doi.org/10.29140/dal.v1.2227.
Teng, M. F., & Huang, J. (2019). Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency. TESOL Quarterly, 53, 232247. https://doi.org/10.1002/tesq.462.
Teng, M. F., & Huang, J. (2023). The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy, and fluency. Asia Pacific Journal of Education, 43(4), 10711090. https://doi.org/10.1080/02188791.2021.1982675
Teng, M. F., & Ma, M. (2024). Assessing metacognition-based student feedback literacy for academic writing. Assessing Writing. https://doi.org/10.1016/j.asw.2024.100811
Teng, M. F., & Mizumoto, A. (2024). Validation of metacognitive knowledge in vocabulary. learning and its predictive effects on incidental vocabulary learning from reading. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0294
Teng, M. F., Mizumoto, A., & Takeuchi, O. (2024). Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. System, 122, 103255. https://doi.org/10.1016/j.system.2024.103255.
Teng, M. F. & Qin, C. (2024). Assessing metacognitive writing strategies and the predictive effects on multimedia writing. Asia Pacific Journal of Education. http://dx.doi.org/10.1080/02188791.2024.2325132.
Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning, 17, 167190. https://doi.org/10.1007/s11409-021-09278-4.
Teng, M. F., & Reynolds, B. L. (2019). Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning. PloS ONE, 14(5), e0215902. https://doi.org/10.1371/journal.pone.0215902.
Teng, M. F., Wang, C., & Zhang, L. J. (2022). Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance. Assessing Writing, 51, 100573. https://doi.org/10.1016/j.asw.2021.100573.
Teng, M. F. & Yue, M. (2023). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning, 18, 237260. https://doi.org/10.1007/s11409-022-09328-5.
Teng, M. F., & Zhang, D. (2024). Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition. Language Teaching Research, 28(2), 531555.
Teng, M. F., & Zhang, L. J. (2021). Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models. British Journal of Educational Psychology, 91(4), 12021230.
Teng, M. F., & Zhang, L. J. (2022). Development of metacognitive knowledge and morphological awareness: A longitudinal study of ethnic minority multilingual young learners in China. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2052301.
Teng, M. F., & Zhang, L. J. (2024a). Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge. Metacognition and Learning, 19, 123146. https://doi.org/10.1007/s11409-023-09360-z.
Teng, M. F., & Zhang, L. J. (2024b). Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance. Language Awareness. https://doi.org/10.1080/09658416.2023.2300269.
Teng, M. F., & Zhang, L. J (2024c). Validating a new method for assessing young foreign language learners’ metacognitive knowledge. Research Methods in Applied Linguistics, 3(2), 100121. https://doi.org/10.1016/j.rmal.2024.100121.
Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27, 78102.
Urban, M., Urban, K., & Nietfeld, J. L. (2023). The effect of a distributed metacognitive strategy intervention on reading comprehension. Metacognition and Learning, 18, 405424.
Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 325.
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26, 7089.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191210.
Vandergrift, L., & Baker, S. C. (2018). Learner variables important for success in L2 listening comprehension in French immersion classrooms. Canadian Modern Language Review, 74, 79100. https://doi.org/10.3138/cmlr.3906.
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge.
Vandergrift, L., Goh, C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431462.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. A., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 314.
Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23(2), 223234.
Weinert, F. E. (1987). Introduction and overview: Metacognition and motivation as determinants of effective learning and understanding. In Weinert, F. E. & Kluwe, R. H. (eds.), Metacognition, motivation, and understanding (pp. 116). Hillsdale, NJ: Lawrence Erlbaum.
Wen, Q., & Johnson, R. K. (1997). L2 learner variables and English achievement: A study of tertiary-level English majors in China. Applied Linguistics, 18(1), 2848.
Wen, Z., Sparks, R., Biedroń, A., & Teng, F. (2023). Cognitive individual differences in second language acquisition: Theories, assessment and pedagogy. Berlin: De Gruyter Mouton.
Wenden, A. L. (1987). Metacognition: An expanded view on the cognitive abilities of L2 learners. Language Learning, 37(4), 573597.
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 515537.
Wenden, A. L. (2002). Learner development in language learning. Applied Linguistics, 23, 3255.
Winne, P. H., & Perry, N. E. (2005). Measuring self-regulated learning. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (eds.), Handbook of self-regulation (pp. 531566). Burlingtton: Elsevier Academic Press.
Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268288.
Zhang, L. J. & Zhang, D. (2018). Metacognition in TESOL: theory and practice. In Liontas, J. I. (ed.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: John Wiley & Sons.
Zhang, L. J., Gu, Y., & Hu, G. (2008) A cognitive perspective on Singaporean primary school pupils’ use of reading strategies in learning to read in English. British Journal of Educational Psychology, 78, 245271.
Zhou, S., & Rose, H. (2024). A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education. Applied Linguistics Review. https://doi.org/10.1515/applirev-2023-0113.
Zhou, S., Xu, J., & Thomas, N. (2024). L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q). System, 123, 103310. https://doi.org/10.1016/j.system.2024.103310.
Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In Zimmerman, B. J. & Schunk, D. H. (eds.), Handbook of self-regulation of learning and performance (pp. 4964). Mahwah, NJ: Lawrence Erlbaum.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845862.

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Book summary page views

Total views: 0 *
Loading metrics...

* Views captured on Cambridge Core between #date#. This data will be updated every 24 hours.

Usage data cannot currently be displayed.

Accessibility standard: Unknown

Accessibility compliance for the PDF of this book is currently unknown and may be updated in the future.