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Self-regulated (SRL) writing strategy use is considered a potent method for improving writing performance. Motivational regulation, an underresearched aspect of SRL, has become more recognized in SRL models recently. The present study aims to depict the interplay among SRL writing strategies and English writing performance. It also examined the influences of motivational regulation writing strategies on English writing performance, and whether such relationship would be mediated by other SRL writing strategies. Endeavors were also made to evaluate the moderation effects of gender and major, and the predictive effects of self-efficacy. Teng, L. S. & L. J. Zhang. 2016a. A questionnaire-based validation of multidimensional models of self-regulated learning strategies. Modern Language Journal 100(3). 674–701. Writing Strategies for Self-regulated Learning Questionnaire was administered to 340 university students in China, and their English writing test scores were collected. Structural equation modeling results verified the hypothesized partial mediation model with both direct and indirect paths from motivational regulation strategies to English writing performance. Cognitive and metacognitive strategies both served as mediators while social strategies failed to do so. No moderation effect of gender and major was found. Learners’ writing self-efficacy beliefs predicted their use of SRL writing strategies, with the strongest effects on motivational regulation strategies. Pedagogical implications are drawn.

Emotional research in foreign language learning has bloomed recently, and yet there has been a call for attention to a broader spectrum of emotions experienced by learners of English as a foreign language (EFL). Whilst emotions and self-regulated learning (SRL) are both believed to play important roles in EFL learning, little is known about their interplay. To fill the void, the study intends to map out an overall status quo of Chinese university EFL students’ academic emotions and SRL strategy use and sophisticated interrelationships between them using structural equation modelling (SEM). Findings showed that the Chinese participants demonstrated a medium level of positive emotions, a low level of anger, a medium level of shame and anxiety, and a low to medium frequency use of SRL strategies in English learning. ANOVA results detected gender differences in SRL strategy use, with females outperforming males in using self-evaluation and persistence strategy types, together with grade level influences in anxiety level with seniors feeling less anxious than juniors and sophomores. Furthermore, SEM results suggested that enjoyment had positive relationships with SRL strategy use; anger and shame had negative relationships while anxiety had ambivalent relationships with SRL strategy use. Important implications are discussed.

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Language assessment literacy (LAL) is a significant component of language teachers’ expertise but is also a challenging task for most language teachers. To date, there have been relatively few studies examining the research on teachers’ LAL during these decades. To fill this void, this article reviews the conceptualizations of LAL and relevant empirical studies published from 1991 to 2021. It first analyzes various conceptualizations of LAL. Then in examining the empirical studies on teachers’ LAL, five major themes emerge: (i) teachers’ LAL levels; (ii) factors influencing LAL; (iii) language teachers’ assessment training needs; (iv) language assessment training courses; and (v) LAL development through reflection. Finally, future research directions on teachers’ LAL are discussed.

Translanguaging encourages active and integrated usage of varied languages and other resources and exploitation of students’ whole linguistic repertories and cultural resources in teaching and learning. Zooming into an intercultural communication class in an English‐as‐a‐medium‐of‐instruction (EMI) fashion, the present study intends to discuss the teacher's pedagogical translanguaging practices used in class, the possible influences of these practices on students’ intercultural communication competence (ICC) and students’ attitudes toward these translanguaging practices by adopting a mixed‐method approach of in‐class observation, questionnaires, and semi‐structured interviews. The findings suggest that translanguaging was practiced to serve various purposes in class, namely concept explanation, engagement check, context knowledge reorientation, and maintenance of classroom relationships; the teacher's translanguaging practices could help to promote students’ ICC; students demonstrated positive attitudes toward translanguaging utilized by teachers, while some were concerned about the students’ use of translanguaging in the EMI class where the monolingual ideology was expected to be dominant. Therefore, students’ awareness of translanguaging and multilingualism should be fostered to make full use of their bilingual and multilingual advantages, which will further contribute to cultivating their ICC.