36.110, TOC: AILA Review 37 / 2 (9012025)

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LINGUIST List: Vol-36-110. Tue Jan 14 2025. ISSN: 1069 - 4875.

Subject: 36.110, TOC: AILA Review 37 / 2 (9012025)

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Date: 13-Jan-2025
From: Eric Burgstede [eric at benjamins.nl]
Subject: AILA Review Vol. 37, No. 2 (9012025)


Publisher: John Benjamins
                        http://www.benjamins.com/

Journal Title: AILA Review
Volume Number: 37
Issue Number: 2
Issue Date: 9012025

Subtitle: Special Issue: Qualitative Research on Language Learning
Strategies and Self-Regulation

Main Text:

2024.  vi, 264 pp.
Table of Contents
Introduction
Qualitative research on language learning strategies and
self-regulation
Nathan Thomas, Jason Schneider & Sihan Zhou | pp. 177–187
Articles
Longitudinal interactions of L2 learners’ motivations and strategic
behavior in strategies-based writing instruction: A self-regulated
learning perspective
Lin Sophie Teng, Jia Wei & Lawrence Jun Zhang | pp. 188–214
Strategic use of machine translation: A case study of Japanese EFL
university students
Mariko Yuasa & Osamu Takeuchi | pp. 215–240
Learning vocabulary through listening: The role of strategy use and
linguistic proficiency
Suzanne Graham & Pengchong Anthony Zhang | pp. 241–265
Listening strategy instruction for EMI learners to understand teacher
input in science classrooms
Daniel Fung | pp. 266–289
Adult migrants’ Norwegian language learning investment strategies in
the workplace
Nuranindia Endah Arum | pp. 290–308
Understanding secondary school students’ challenges, language learning
strategies and future selves at highly selective EMI schools in
Kazakhstan
Anas Hajar | pp. 309–333
Investigating language learning strategy use in adult L2 literacy: A
constructivist grounded theory
Kaatje Dalderop | pp. 334–359
Extremely virtual and incredibly physical: Investigating language
students’ mediation strategies through digital storytelling and
digital social reading
Ilaria Compagnoni & Fabiana Fazzi | pp. 360–387
Unveiling task value and self-regulated language learning strategies
among Japanese learners of English: Insights from different EFL
learning scenarios
Akiko Fukuda | pp. 388–415
Self-regulation to develop autonomy in language teacher education: Two
case studies in an EFL Malagasy context
Dominique Vola Ambinintsoa & Eduardo Castro | pp. 416–440




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