The current study was after probing the would-be correlation between emotional intelligence (and its subcomponents), on the one hand, and metacognitive listening strategies used by academic EFL learners, on the other. Benefiting from 72 female and 40 male university students from Urmia University, Urmia Azad University and Salams Azad University, the current study also strived to find the possi...

The current article was an attempt to investigate the effect of semantic mapping strategy instruction on reading comprehension performance of EFL learners. To this end, thirty homogeneous Iranian intermediate EFL learners attending a language school in Bonab, Iran, were randomly assigned to two groups, one as the experimental and the other as the control. The experimental group received instruc...

Situated in the field of computer assisted language learning (CALL), this article reports an instrumental case study on the use of audioblogs for developing students’ Chinese speaking skills. The intervention focused on scaffolding students in metacognitive reflection of their oral performances. The case focused on seven students who completed substantial part of the activities, and the main so...

Many teacher educators have enthusiastically embraced case-based instruction in teacher education programs. However, the research base on whether pre-service and inservice teacher educators’ case-based reflections on educational issues is comprehensive and critical manner is equivocal. This study explores the use of a metacognitive strategy, the Case Decision Making Scaffold (CDMS), in the cont...

This research study aimed at exploring the relationship between vocabulary learning strategies and vocabulary size of 125 undergraduate English Language Teaching students at Eastern Mediterranean University. This research study was a correlational survey study of descriptive nature. The major findings of this study were as follows. First, the findings indicated that most of the ELT students ade...

The authors evaluated mechanistic and metacognitive accounts of age differences in strategy transitions during skill acquisition. Old and young participants were trained on a task involving a shift from performing a novel arithmetic algorithm to responding via associative recognition of equation-solution pairings. The strategy shift was manipulated by task instructions that either (a) equally f...

Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed extensive research. Thus, purpose current study is to contribute this wealth research by determining whether strategies are significant predictors students’ achievement in English as a foreign language (EFL) well exploring strategy awareness and variations gende...