Researchers in second language (L2) and education domain use different statistical methods to assess their constructs of interest. Many L2 constructs emerge from elements/parts, i.e., the elements "define" and "form" the construct and not the other way around. These constructs are referred to as emergent variables (also called…

The present study aims to bridge the gap of validating the Vocabulary Learning Strategies in Watching Audiovisual Materials (VLSWAM) questionnaire, a tool designed to assess strategies learners use to acquire vocabulary through audiovisual content. Grounded in multimedia learning theory, the study employed exploratory factor analysis (EFA) and…

This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the "Vocabulary Learning Questionnaire" (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper…

The present inquiry inspected the impact of metacognitive awareness on the fluency of 114 Iranian TEFL learners' task-based oral output. The participants in six intact classes were selected from a population of 120 English sophomores based on their scores on proficiency pre-test. The classes were randomly assigned as two tripartite groups of…

The present work aims to contribute to our understanding of the underlying dimensions of language learning strategies in foreign language contexts. The study analyzes alternative factor structures underlying a recently developed instrument (Tragant and Victori, 2012) and it includes the age factor in the examination of its construct validity. The…

The Motivated Strategies for Learning Questionnaire (MSLQ) is an instrument for measuring motivation and learning strategies in general education. This instrument is modular, consisting of motivation and learning strategies modules. This study sought to see whether the learning strategies module of this instrument can be applied to the context of…

The underlying factor structure of the Language Learning Strategy Scale (LLSS) (Y. Chen, 2001) was examined to determine its consistency across 2 distinct cultures. Variables that affected students' language learning were also identified. The validation study for the LLSS suggested a three-factor model of functional strategies, deep-processing…

Explored motivation and learning preferences of 336 high school students in Morocco regarding learning English as a foreign language. Students had well-defined and coherent learning preferences, with a five-factor model of motivation that were not completely in agreement with their teachers' preferences. Implications for learner-centered…