Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation

Understanding Individual Differences in Metacognitive Strategy Use, Task Demand, and Performance in Integrated L2 Speaking Assessment Tasks

“…Data preparation yielded 95 valid samples from the initial sampling of 134 participants, and the sample size meets the requirements of statistical testing methods involved in our study, including descriptive analysis, one-way repeated measures MANOVA, ANOVA, and the multiple regression analyses ( Pallant, 2016 ; Frey, 2018 ). Following some scholars (e.g., Barkaoui et al, 2013 ; Sun, 2020 , 2022a , b ), we run a descriptive analysis of the means of L2 learners’ use of the four metacognitive strategies across tasks. We then used the line chart generated in Excel via the value of the means to illustrate the variance in the Chinese EFL learners’ IDs in metacognitive strategy use across tasks.…”

“…As stated earlier (refer to “INTRODUCTION” section), the conceptualization of IDs in metacognitive strategy use during L2 speech production in our study was conducted through framing the concept in Kormos’ Model. In the research field of speaking, models generated in psycholinguistics are broadly acknowledged and employed (e.g., Kormos, 2006 , 2011 ; Skehan, 2016 ; Yahya, 2019 ; Sun, 2022a , b ), among which Levelt’s (1989) model of monolingual speech production has become “one of the most comprehensive and widely used theoretical frameworks” for monolingual speech production ( Sun, 2016 , p. 27). Based on this model, De Bot (1992) proposed his L2 speech production model, followed by many similar research efforts (e.g., Poulisse and Bongaerts, 1994 ; Towell et al, 1996 ).…”

Editorial: Individual differences in second/foreign language speech production: multidisciplinary approaches and new sounds

“…Second/foreign language (L2) speech production can be subject to various individual difference factors. A review of the literature indicates that common individual difference factors examined in the field of L2 speaking include, but are not limited to, learning environments, learning strategies, willingness-to-communicate, motivation, and anxiety (Sun and Teng, 2021 ; Sun, 2022 , 2023 ; Sun and Zhang, 2022 ). Although there is no consensus on what individual differences encompass, the literature has witnessed a growing interest in research on individual differences in L2 speaking.…”