Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://pressto.amu.edu.pl/index.php/ssllt Editors: Founding Editor and Editor in Chief: Mirosław Pawlak (Adam Mickiewicz University, Kalisz, Poland) Editor: Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Achilleas Kostoulas (University of Graz, Austria) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Pedagogical University of Kraków, Poland) Vol. 8 No. 2 June 2018 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Helen Basturkmen (University of Auckland) Adriana Biedroń (Pomeranian University, Słupsk) Simon Borg (University of Leeds) Anne Burns (Aston University, Birmingham, University of New South Wales, Sydney) Anna Cieślicka (Texas A&M International University, Laredo) Kata Csizér (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Robert DeKeyser (University of Maryland) Jean-Marc Dewaele (Birkbeck College, University of London) Zoltán Dörnyei (University of Nottingham) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (Curtin University, Perth) Danuta Gabryś-Barker (University of Silesia) Carol Griffiths (Fatih University, Istanbul) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) Diane Larsen-Freeman (University of Michigan) Barbara Lewandowska-Tomaszczyk (University of Łódź) Jan Majer (University of Łódź) Paul Meara (Swansea University) Sarah Mercer (University of Graz) Anna Michońska-Stadnik (University of Wrocław) Anna Niżegorodcew (Jagiellonian University, Kraków) Bonny Norton (University of British Columbia) Terrence Odlin (Ohio State University) Rebecca L. Oxford (University of Maryland) Aneta Pavlenko (University of Oslo) François Pichette (University of Quebec) Ewa Piechurska-Kuciel (Opole University) Vera Regan (University College, Dublin) Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) Teresa Siek-Piskozub (Adam Mickiewicz University, Poznań) David Singleton (University of Pannonia, Trinity College, Dublin) Włodzimierz Sobkowiak (Adam Mickiewicz University, Poznań) Merrill Swain (Ontario Institute for Studies in Education, University of Toronto) Elaine Tarone (University of Minnesota) Ewa Waniek-Klimczak (University of Łódź) Stuart Webb (University of Western Ontario) Maria Wysocka (University of Silesia) KALISZ – POZNAŃ 2018 FOUNDING EDITOR AND EDITOR IN CHIEF: Mirosław Pawlak EDITORS: Jakub Bielak Achilleas Kostoulas Mariusz Kruk Aleksandra Wach © Copyright by Wydział Pedagogiczno-Artystyczny, UAM Poznań Proofreading: Jakub Bielak, Melanie Ellis, Achilleas Kostoulas, Mariusz Kruk, Aleksandra Wach Cover design: Joanna Dudek Typesetting: Piotr Bajak ISSN 2083-5205 eISSN 2084-1965 Published by: Department of English Studies Faculty of Pedagogy and Fine Arts, Kalisz Adam Mickiewicz University, Poznań Contact information: 62-800 Kalisz, ul. Nowy Świat 28-30 tel. +48 62 7670730 fax +48 62 7645721 Printing and binding: Perfekt Gaul i wspólnicy sp. j., ul. Świerzawska 1, 60-321 Poznań Print run: 100 copies Print and online editions Studies in Second Language Learning and Teaching is published both in print (ISSN 2083-5205) and online (eISSN 2084-1965), with the print edition being the original version. Indexing and abstracting Studies in Second Language Learning and Teaching is currently indexed and/or abstracted in the following databases: · Scopus · Web of Science Emerging Sources Citation Index (ESCI) · European Reference Index for the Humanities (ERIH PLUS) · Education Resources Information Center (ERIC) · Index Copernicus · Central and Eastern European Online Library (CEEOL) · The Central European Journal of Social Sciences and Humanities (CEJSH) · The MLA International Bibliography · The MLA Directory of Periodicals · Directory of Open Access Journals (DOAJ) · EBSCO · Linguistic Abstracts · WorldCat (OCLC) Efforts are being made to have Studies in Second Language Learning and Teaching listed by the Clarivate Analytics (formerly Thomson Reuters) Master Journal List. Special issue: Language learning strategies: Linking with the past, shaping the future Editors: Rebecca L. Oxford Mirosław Pawlak Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz Volume 8, Number 2, June 2018 http://pressto.amu.edu.pl/index.php/ssllt Contents Notes on Contributors ....................................................................181 Editorial .........................................................................................187 Articles: Yajun Zeng, Christine C. M. Goh – A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness ......................................................................193 Kouider Mokhtari, Dimiter M. Dimitrov, Carla A. Reichard – Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance ....................................................................219 Rosa M. Manchón – Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings.............247 Mirosław Pawlak – Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal .................................................................................................. 269 Mirosław Pawlak, Magdalena Szyszka – Researching pronunciation learning strategies: An overview and a critical look ....................... 293 Peter Yongqi Gu – Validation of an online questionnaire of vocabulary learning strategies for ESL learners ......................................................325 Mirosław Pawlak – Grammar Learning Strategy Inventory: Another look ......................................................................................................................351 Julie M. Sykes, Andrew D. Cohen – Strategies and interlanguage pragmatics: Explicit and comprehensive .......................................................................... 381 Rebecca L. Oxford, Christina Gkonou – Interwoven: Culture, language, and learning strategies .................................................................... 403 Mirosław Pawlak, Zuzanna Kiermasz – The use of language learning strategies in a second and third language: The case of foreign language majors .............................................................................................. 427 Melissa Williamson Hawkins – Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications ........................................445 Yalun Zhou, Michael Wei – Strategies in technology-enhanced language learning ............................................................................................................... 471 Carmen M. Amerstorfer – Past its expiry date? The SILL in modern mixed-methods strategy research .............................................................. 497 Mirosław Pawlak, Rebecca L. Oxford – Conclusion: The future of research into language learning strategies ............................................................... 525 Notes to Contributors ..................................................................... 537 181 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://pressto.amu.edu.pl/index.php/ssllt Notes on Contributors Carmen M. Amerstorfer is Senior Scientist at the Department of English at Al- pen-Adria-Universität Klagenfurt (AAU), Austria. She has a long-standing and in- tense curiosity about strategic foreign and second language learning, nurtured by her experience as an L2 learner and teacher in Austria, the UK, the Nether- lands, and China. She currently teaches methodology courses in the English teacher education program at AAU and develops problem-oriented teaching materials to encourage students’ self-regulation and teamwork. In 2015, she or- ganized the first international conference on language learning strategies enti- tled “Situating strategy use: Language learning strategies and individual learner characteristics” (SSU1), which is continued biennially. Contact details: Alpen-Adria-Universität Klagenfurt; Department of English; Uni- versitätsstraße 65-67, 9020 Klagenfurt, Austria (carmen.amerstorfer@aau.at) Andrew D. Cohen is Professor Emeritus from the University of Minnesota. He co-ed- ited Language Learning Strategies with Ernesto Macaro (2007, Oxford University Press), co-authored Teaching and Learning Pragmatics with Noriko Ishihara (2014, Routledge), and authored Strategies in Learning and Using a Second Language (2011, Routledge) and The Learning of Pragmatics from Native and Nonnative Language Teachers (2018, Multilingual Matters). In addition, he published two articles in System on language learner strategies in March and May of 2018, respectively. Contact details: 1555 Lakeside Drive #182, Oakland, CA 94612, USA (adcohen@umn.edu) Dimiter M. Dimitrov, PhD, is a senior psychometrician at the National Center for Assessment in Riyadh, Saudi Arabia, and Professor Emeritus at George Mason University, USA. His current research relates to validation of assessment scales, test scoring and equating, and latent variable modeling. Contact details: The National Center for Assessment, 3329 Al Ghazalah, An Na- siriyah, Riyadh 12732 8490, Saudi Arabia (ddimitro@gmu.edu) 182 Christina Gkonou, PhD, is Assistant Professor and MA TESOL Program Leader in the Department of Language and Linguistics at the University of Essex, UK. She is also Deputy Director of Education in the same department. She convenes postgraduate modules on teacher education and development, and on psycho- logical aspects surrounding foreign language learning and teaching experience. She is the co-editor of New Directions in Language Learning Psychology (2016, Springer) and New Insights into Language Anxiety: Theory, Research and Educa- tional Implications (2017, Multilingual Matters), and co-author of MYE: Manag- ing Your Emotions Questionnaire. Contact details: University of Essex, Department of Language and Linguistics, Colchester CO4 3WA, UK (cgkono@essex.ac.uk) Christine Goh is Professor of Linguistics and Language Education at the National Institute of Education, Nanyang Technological University, Singapore. She teaches graduate courses, provides professional development for English lan- guage teachers and supervises doctoral research in her areas of interest: second language listening and speaking, learner metacognition and teacher cognition. She publishes extensively in these areas and her work has been widely cited. Contact details: National Institute of Education, 1 Nanyang Walk, Singapore 637616 (christine.goh@nie.edu.sg) Peter Yongqi Gu is Associate Professor at the School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand. His main re- search interests include language learning strategies, vocabulary acquisition, and language testing and assessment. Contact details: School of Linguistics and Applied Language Studies, Victoria Univer- sity of Wellington, PO Box 600, Wellington, 6140, New Zealand (peter.gu@vuw.ac.nz) Melissa Hawkins is Manager of Accreditation and Teacher Development for the INTO UAB English Language Programs at the University of Alabama at Birming- ham (UAB), USA. She is pursuing a doctorate in educational studies of diverse populations at UAB. Her experience includes university teaching in Belgium, Ja- pan, and the United States, directing a language program start-up, and manag- ing an intensive English program. Her research interests include language learn- ing strategies, language learner identities, and the impact of university interna- tionalization on teaching practices. Contact details: INTO UAB English Language Programs, 917 13th Street S., 2nd Fl., Birmingham, AL 35203, USA (melissaw@uab.edu) 183 Zuzanna Kiermasz is a PhD student at the Department of English Language and Applied Linguistics in the Institute of English of University of Łódź, Poland, where she teaches teacher training courses. She is also an English language teacher in the Language Centre at Łódź University of Technology. Her research interests include language learning strategies, bilingualism and multilingualism. Contact details: Institute of English, Łódź University, ul. Pomorska 171/173, Łódź, Poland (zuzannakiermasz@gmail.com) Rosa M. Manchón is Professor of Applied Linguistics at the University of Murcia, Spain, where she teaches undergraduate and postgraduate courses in instructed second language acquisition and research methodology. She has published ex- tensively on L2 writing processes and strategies in the form of journal articles (which have appeared in prestigious journals), contributions to collective works, and edited and co-edited books of her own. She is currently the head researcher of two comprehensive programs of research on the cognitive dimension of sec- ond language writing, with a special focus on the manner in which writing itself and the processing of written feedback can lead to language learning. Contact details: Departamento de Filología Inglesa, Facultad de Letras, Campus La Merced, Plaza de la Universidad s/n, 30071 Murcia, Spain (manchon@um.es) Kouider Mokhtari, Interdisciplinary PhD, serves as the Anderson-Vukelja-Wright Endowed Professor of Literacy at The University of Texas at Tyler, USA. His re- search focuses on metacognition and reading comprehension by first and sec- ond language readers. He has published extensively in these areas and his work has been widely cited. Contact details: College of Education & Psychology, The University of Texas at Tyler, 3900 University Blvd., Tyler, Texas 75709, USA (kmokhtari@uttyler.edu) Rebecca L. Oxford, PhD, is Professor Emerita and Distinguished Scholar-Teacher, University of Maryland, USA. Her Lifetime Achievement Award states, “Oxford’s research on learning strategies changed the way the world teaches languages.” She now teaches graduate courses at the University of Alabama at Birmingham. Oxford has published five learning-strategy books, including such as Teaching and Researching Language Learning Strategies: Self-Regulation in Context (2017, Routledge) and Language Learning Strategies and Individual Learner Character- istics (with Carmen M. Amerstorfer, 2018, Bloomsbury) and books on teaching methods, culture, and motivation (1990, 1995, 1996). Her books on peace (The Language of Peace: Communicating to Create Harmony, 2013; Understanding Peace Cultures, 2014; Peacebuilding in Language Education: Innovations in Theory 184 and Practice, with Matilde Olivero and Tammy Gregersen, forthcoming), spirit- uality, and transformative education reflect Oxford’s lifelong passions. She cur- rently co-edits two book series: Transforming Education for the Future (Infor- mation Age) and Spirituality, Research, and Education (Springer) and earlier co- edited The Tapestry Program, a 69-volume EFL/ESL textbook series. She has ed- ited and co-edited earlier special issues on learning strategies and is delighted to work with Dr. Mirosław Pawlak on this special issue. Contact details: 7608 Saxon Dr. SW, Huntsville, AL 35802, USA (rebeccaoxford@gmail.com) Mirosław Pawlak is Professor of English in the English Department, Faculty of Ped- agogy and Fine Arts of Adam Mickiewicz University, Kalisz, Poland, and Depart- ment of Research on Language Learning and Teaching, Faculty of Philology, State University of Applied Sciences, Konin, Poland. His main areas of interest are form- focused instruction, corrective feedback, pronunciation teaching, classroom inter- action, learner autonomy, learning strategies, motivation and willingness to com- municate. His most recent publications include Error Correction in the Foreign Language Classroom. Reconsidering the Issues (2015, Springer), Willingness to Communicate in Instructed Second Language Acquisition: Combining a Macro- and Micro-Perspective (with Anna Mystkowska-Wiertelak, 2017, Multilingual Matters), and several edited collections on learner autonomy, form-focused in- struction, speaking in a foreign language, classroom-oriented research and indi- vidual learner differences. He is Editor of the journals Studies in Second language Learning and Teaching and Konin Language Studies, as well as the book series Second Language Learning and Teaching, published by Springer. Contact details: Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, ul. Nowy Świat 28-30, 62-800 Kalisz, Poland (pawlakmi@amu.edu.pl) Carla Reichard, PhD, is Assistant Director of Sponsored Research at the Univer- sity of Texas at Tyler, USA. Her research interests include metacognition, meas- urement, and student retention. Contact details: College of Education & Psychology, The University of Texas at Tyler, 3900 University Blvd., Tyler, Texas 75709, USA (creichard@uttyler.edu) Julie Sykes the Director of CASLS and Associate Professor in the Department of Linguistics. Her research focuses on applied linguistics and second language ac- quisition with an emphasis on technological and pedagogical innovation for in- terlanguage pragmatic development and intercultural competence. She has pub- lished a variety of articles on CALL-related topics, including synchronous computer- 185 mediated communication and pragmatic development, gaming and CALL, and lexical acquisition in digitally mediated environments. She was awarded the 2018 University of Oregon Research Award for Impact and Innovation. Contact details: CASLS, University of Oregon, 1600 Millrace Suite 201, Eugene, OR, USA (jsykes@uoregon.edu) Magdalena Szyszka is Assistant Professor at the Department of Applied linguistics in the Institute of English of Opole University, Poland. She teaches, among others, phonetics and teacher training courses. Her research interests comprise pronun- ciation learning strategies, language anxiety in foreign language acquisition and pronunciation teaching. She is an author of the book Pronunciation Learning Strategies and Language Anxiety: In Search of an Interplay (2017, Springer). Contact details: Institute of English, Opole University, Pl. Kopernika 11a, Opole, Po- land (mszyszka@uni.opole.pl) Michael Wei, PhD, is Associate Professor and TESOL Program Director in the Di- vision of Teacher Education and Curriculum Studies at University of Missouri- Kansas City, USA. He teaches graduate courses in linguistics, english grammar, second language acquisition and research methods. His research interests in- clude second language acquisition, phonetics, reading/writing English as a sec- ond language, and learning environments. Contact details: 319 Education Building, School of Education, University of Mis- souri, Kansas City, MO 64110, USA (weiyou@umkc.edu) Yajun Zeng, PhD, graduated from the National Institute of Education, Nanyang Technological University, Singapore. He is Associate Professor of Applied Linguis- tics in the School of Foreign Studies and Director of International Office (Dean of International College) at Yangtze University, P. R. China. His research interests span linguistic, cognitive, sociocultural and motivational factors in L2 listening development, critical thinking ability development for EFL learners at university settings, and teacher identity, metacognition and self-regulated learning (SRL) in language teacher development at tertiary institutions in China. He has pub- lished two books and more than 30 journal articles in China and abroad. He is Principal Investigator of a provincial government-funded research project and Co-PI of another corporate-funded project. Contact details: International Office, Yangtze University, Nanhu Road 1, Jingzhou City, Hubei Province, P. R. China (zyajun@yangtzeu.edu.cn) 186 Yalun Zhou, PhD, is an Assistant Professor in the Department of Communication and Media at Rensselaer Polytechnic Institute, Troy, USA. She teaches courses in English for academic communication and Chinese language and culture. She publishes research in the areas of early childhood L2 literacy, L2 academic writ- ing, and instructed second language acquisition with technology. She also works on pedagogical design in immersive language learning environments with emerging technologies. Contact details: Rensselaer Polytechnic Institute, 110 8th Street, Troy, NY 12180, USA (zhouy12@rpi.edu)