A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies

Thomas, Nathan; Bowen, Neil Evan Jon Anthony; Rose, Heath

doi:10.1016/j.system.2021.102619

Cited by 26 publications

(30 citation statements)

References 58 publications

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“…Other popular definitions include those from Cohen [13,14] and O'Malley and Chamot [45]. These findings are in line with a recent study of the field worldwide, which found a similar percentage of articles that included conceptual definitions and identified the same publications as influential in providing often-cited definitions [61].…”

Section: Theoretical-conceptual Aspectssupporting

confidence: 82%

“…This was not always easy, especially when study procedures were not reported clearly. On the whole, we found it promising that at least 25% of the studies involved some kind of intervention, exploring the efficacy of different approaches to strategy instruction, and thus illustrating that teachers still have an important role to play in developing successful strategy users [60][61][62].…”

Section: Methodological Characteristicsmentioning

confidence: 88%

“…Of note methodologically, Cohen and Wang [15] developed micro-level methods to trace the functions of LLS and the fluctuations of those functions when LLS are in use. Meanwhile, researchers such as Hajar [27] and Hu and Gao [31] have leveraged other in-depth, qualitative approaches that have proven fruitful in exploring nuances in self-/co-/other-regulated strategic behavior, which is supported by arguments in other recent work [4,[60][61][62].…”

Section: Recent Researchmentioning

confidence: 89%

“…With the above developments in mind, the following review seeks to understand three core components of empirical research as they pertain to LLS research in Taiwan: context and participant characteristics, theoretical-conceptual aspects, and methodological characteristics. As there have been a number of general overviews of the field worldwide [e.g., 25,27,61], upon receiving the invitation to write a LLS article for this special issue, we wanted to home in on English Teaching & Learning's position as the first and highest ranked academic journal in Taiwan dedicated to research on the teaching and learning of L2 English.…”

Section: Research Questions and Rationalementioning

confidence: 99%

“…Therefore, it is important for authors to think carefully about the definitions they subscribe to and to state them explicitly. This is especially true in the field of LLS, since definitions have long been a topic of debate [see 48,60,61].…”

Section: Theoretical-conceptual Aspectsmentioning

confidence: 99%

See 4 more Smart Citations

A Systematic Review of the Core Components of Language Learning Strategy Research in Taiwan

Thomas¹,

Bowen

Reynolds

et al. 2021

English Teaching & Learning

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As the broader field of individual differences in second/foreign language learning has grown tremendously over the past few decades, its subfields have expanded with a similar intensity. Language learning strategies (LLS) is one such area. Developments have been made regarding the scope and methodology of LLS research, especially. While there have been a number of reviews of the field’s output, few have targeted research in a specific context. With this in mind, the current study offers a situated view of LLS research in Taiwan. It focuses on three core components that are essential to empirical research: (a) contexts and participant characteristics; (b) theoretical-conceptual aspects; and (c) methodological characteristics. Drawing on journal articles systematically collected from major databases and reviews conducted by multiple researchers to ensure reliability and to minimize bias, we provide an overview of the field as it has manifested in Taiwan. Findings from select studies are also discussed. In doing so, this article makes connections between LLS research in Taiwan and the larger, global context, with implications for "the road ahead." We hope it will be a valuable resource for anyone interested in reading about and/or conducting LLS research in this setting and others.

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Section: Theoretical-conceptual Aspectssupporting

confidence: 82%

Section: Methodological Characteristicsmentioning

confidence: 88%