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Research in the field of second language learning indicates that proper use of language learning strategies leads to the improvement of overall Second Language (L2) or Foreign Language (FL) proficiency as well as specific language skills. This essay firstly attempts to build a theoretical framework of learning strategies theories by clarifying the definitions and categories of learning strategies, discussing the relevant factors influencing strategy choice, while making references to the status quo in China; then it looks at what some learners do that makes them "good language learners"; finally, some preparatory work is suggested as a start for undertaking learner training in EFL (English as a Foreign Language) classrooms.

Research in the field of second language learning indicates that proper use of language learning strategies leads to the improvement of overall Second Language (L2) or Foreign Language (FL) proficiency as well as specific language skills. This essay firstly attempts to build a theoretical framework of learning strategies theories by clarifying the definitions and categories of learning strategies, discussing the relevant factors influencing strategy choice, while making references to the status quo in China; then it looks at what some learners do that makes them "good language learners"; finally, some preparatory work is suggested as a start for undertaking learner training in EFL (English as a Foreign Language) classrooms.

Research in the field of second language learning indicates that proper use of language learning strategies leads to the improvement of overall Second Language (L2) or Foreign Language (FL) proficiency as well as specific language skills. This essay firstly attempts to build a theoretical framework of learning strategies theories by clarifying the definitions and categories of learning strategies, discussing the relevant factors influencing strategy choice, while making references to the status quo in China; then it looks at what some learners do that makes them "good language learners"; finally, some preparatory work is suggested as a start for undertaking learner training in EFL (English as a Foreign Language) classrooms.

Research in the field of second language learning indicates that proper use of language learning strategies leads to the improvement of overall Second Language (L2) or Foreign Language (FL) proficiency as well as specific language skills. This essay firstly attempts to build a theoretical framework of learning strategies theories by clarifying the definitions and categories of learning strategies, discussing the relevant factors influencing strategy choice, while making references to the status quo in China; then it looks at what some learners do that makes them "good language learners"; finally, some preparatory work is suggested as a start for undertaking learner training in EFL (English as a Foreign Language) classrooms.

Research in the field of second language learning indicates that proper use of language learning strategies leads to the improvement of overall Second Language (L2) or Foreign Language (FL) proficiency as well as specific language skills. This essay firstly attempts to build a theoretical framework of learning strategies theories by clarifying the definitions and categories of learning strategies, discussing the relevant factors influencing strategy choice, while making references to the status quo in China; then it looks at what some learners do that makes them "good language learners"; finally, some preparatory work is suggested as a start for undertaking learner training in EFL (English as a Foreign Language) classrooms.

Recently, teaching and learning languages has largely and directly focused on students' ability to study independently. Therefore, it is necessary for English as a Foreign Language (EFL) students to develop learner autonomy (LA) in learning. Conducting studies to explore the ability to study autonomously among secondary students is necessary. This study, hence, aimed to explore the 9th grade students’ perceptions of their strategies in LA development in learning EFL at a state-owned secondary school (SOSS) in Ho Chi Minh City, Vietnam. The study involved 152 ninth graders. Both quantitative and qualitative data were obtained through the use of two instruments, namely the questionnaire and interviews. For analyzing the collected data, descriptive statistics and content analysis were employed. The findings of the study revealed that to develop LA, most students used strategies related to identifying learning needs and trying to achieve learning goals, and over half of them used such strategies as setting learning goals and making plans, applying learning strategies, and evaluating the learning process and outcomes. The study also made some recommendations for both teachers and students, as well as their families, with the aim of enhancing students’ LA in learning EFL. This study is expected to shed light on methods for language teaching and autonomy-based learning orientation.

The current paper presented theoretical assumptions behind language learning strategies (LLS) and an overview of methods used to identify learners' strategies, first, and then summarized what have been reported from large number of descriptive studies of strategies by language learners. Moreover, the paper tried to present the variety of definitions and classifications of learning strategies can be counterproductive in a number of ways. Finally, the researchers argued that in spite of the lack of coherence and clarity in the description of second language learning strategies, the relevant research findings can be profitably incorporated into classroom activities and that further research and application in this area can make our understanding of learning strategies deeper and our facilitation of language learning more fruitful.

While programs have been established to support secondary level English Learners (ELs) in their transition to institutions of higher education (IHEs), limited attention has been given to how to support adult ELs who struggle with the academic language demands of their college or university content-area courses. Research indicates that many EL students frequently struggle with academic language skills, including grammar, vocabulary, and writing throughout their postsecondary schooling. Nevertheless, IHE instructors often lack the knowledge and skills to provide appropriate assistance to these students, in part because there are so few professional development opportunities available that are designed to help instructors meet the academic needs of ELs in their content-area courses. The authors believe that it is imperative that teacher education faculty recognize and attend to the academic language struggles of EL student teachers, while also embracing the rich cultural and linguistic capital that these new teachers bring to the profession. While it is necessary to ensure that all teachers who enter the K-12 school system can support their students who are ELs by effectively modeling and teaching academic English, it is equally important that teacher candidates of diverse backgrounds are supported and encouraged throughout their teacher preparation coursework and experiences. This article details specific, research-based feedback strategies that the authors have found useful in working with and supporting the academic language development of EL preservice secondary teachers. The authors organize and discuss these feedback strategies in terms of the following four themes: (1) focused feedback on student writing; (2) focused feedback on oral communication; (3) explicit modeling; and (4) revision and assessment. (Contains 3 figures and 1 note.)

This article explores how 40 first-year students in a compulsory English for Academic Purposes (EAP) course undertook written tasks during a semester suddenly undertaken online. The university in Japan described here provided on-demand lessons via the Learning Management System (LMS) during the first COVID-19 pandemic lockdown. Students prepared three-minute reflective videos as part of their course work describing their strategies to improve their second language (L2) academic writing and their perceptions of how these strategies affected their learning. These videos were transcribed, coded, and analysed. The use of Machine Translation (MT) to proofread work before submission was used by 58% of the participants, of whom 45% report improved assignment grades and higher levels of confidence in their L2 writing skills. Results suggest that learners should be encouraged to use MT for this step in the L2 academic writing process. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still exist. This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning, using teaching approaches that include cognitive and metacognitive strategy, along with incorporating computer-based instruction into language development activities were found to be effective strategies. The discussion of the identified strategies presented in the present review of literature concludes with recommendations for administrators and education professionals serving English Language Learners and English as Second Language students in various learning environments.

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: Recognizing longstanding educational inequities, what research-backed practices can district administrators, school leaders, and classroom teachers use to support English Learner (EL) students' academic success and linguistic development in an instructional context transformed by COVID-19? In order to answer this question, the brief breaks down the issue into three points: (1) EL students are a rapidly growing and diverse population entitled to English language development instruction that will allow meaningful access to academic content; (2) Complex federal laws govern the education of EL students and continue to hold state and local education agencies accountable for their academic performance even during the pandemic; and (3) School leader and teacher training rarely provides sufficient support for how to meet the unique needs of EL students. Based on these points, the brief provides five strategies to consider and two strategies to avoid. [This brief was co-prepared by the University of Texas at El Paso (UTEP) and the University of Texas at Austin, College of Education.]

In this paper, we validate Macaro's (2006) model of strategy use among language learners by assessing the amount of neural activity around the prefrontal cortex, the supposed locus of working memory (WM). We also examine whether WM activation during first language (L1) strategy deployment is lower than WM activation during second language (L2) strategy deployment, as predicted by Macaro's model. In the analysis, we consider data obtained through an innovative neuroimaging technique (near-infrared spectroscopy) and stimulated-recall interviews. The results reveal greater brain activity during execution of the L1 and L2 tasks than in a control condition; further, use of strategies in the L2 resulted in stronger WM activation than use of strategies in the L1. These results provide partial support for the validity of Macaro's model. (Contains 3 tables, 4 figures and 8 notes.)

In this paper, we validate Macaro's (2006) model of strategy use among language learners by assessing the amount of neural activity around the prefrontal cortex, the supposed locus of working memory (WM). We also examine whether WM activation during first language (L1) strategy deployment is lower than WM activation during second language (L2) strategy deployment, as predicted by Macaro's model. In the analysis, we consider data obtained through an innovative neuroimaging technique (near-infrared spectroscopy) and stimulated-recall interviews. The results reveal greater brain activity during execution of the L1 and L2 tasks than in a control condition; further, use of strategies in the L2 resulted in stronger WM activation than use of strategies in the L1. These results provide partial support for the validity of Macaro's model. (Contains 3 tables, 4 figures and 8 notes.)