Has Language Learning Strategy Research Come to an End? A response to Tseng et al. (2006)

Xuesong Andy Gao

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EFL/ESL Teaching and Learning Innovative Teaching and Learning Methods Second Language Acquisition and Learning

Abstract

Tseng et al. (2006) critically examine language learning strategy (LLS) research and propose to assess language learners’ strategic learning in terms of their self-regulatory capacity. In this response, I discuss whether the proposed advance of self-regulation means the marginalization of LLS research. While recognizing the merits of the proposal, I argue that the proposal needs to consider other competing constructs with similar connotations in research on learners’ strategic language learning. The response also reports on recent developments in LLS research, contending that such developments could complement the advance of a broad perspective on learners’ strategic learning in research.

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1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.1991Language Learning Strategies: What Every Teacher Should Know 2005The Psychology of the Language Learner: Individual Differences in Second Language Acquisition 2013Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis 1998Metacognitive Knowledge and Language Learning1 2006A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition 2001Changing Perspectives on Good Language Learners 2006Strategies for Language Learning and for Language Use: Revising the Theoretical Framework

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2009Enhancing metacognitive knowledge: Structure, affordances and self 2019Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching 2019Language learning strategy research in System: Looking back and looking forward 2018Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning 2016Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs

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