Textbooks play a pivotal role in fostering English as a foreign language (EFL) learners’ language proficiency. Among the various skills addressed in English language teaching (ELT) materials, reading comprehension is widely regarded as an essential component for improving learners’ linguistic knowledge. Typically, reading passages are followed by a series of activities designed both to assess students’ understanding and to enhance their ability to interpret, analyze, and engage more deeply with the text. Although a substantial body of literature has examined the cognitive demands of EFL instructional content, relatively little attention has been devoted to analyzing second language reading comprehension questions and task types. To fill this lacuna, this study examined the representation of post-reading comprehension questions and tasks using Freeman’s taxonomy across nine Iranian high school English language textbooks from three successive generations in the history of ELT in Iran. The post-reading comprehension questions and tasks in each textbook were analyzed and categorized using a descriptive content analysis approach. The findings indicated that the Content category was the most prevalent across all three generations, followed by the Language and Affect categories. In addition, Generation 2 textbooks contained the highest overall frequency of post-reading comprehension question types, except for the Form question type, which occurred most frequently in Generation 1 textbooks. Across all nine textbooks analyzed, the Explicit question type emerged as the most commonly used, whereas the Evaluation question type was the least represented. The results of the chi-square tests also revealed significant differences among the three generations in terms of the frequency of different question types. The findings have several practical implications for policy makers, material writers, and English teachers.
{"title":"From text to task: a diachronic analysis of post-reading comprehension questions and tasks in Iranian high school English textbooks","authors":"Sasan Baleghizadeh, Shokouh Norouzian, Parham Ahmadi","doi":"10.1177/13621688251410850","DOIUrl":"https://doi.org/10.1177/13621688251410850","url":null,"abstract":"Textbooks play a pivotal role in fostering English as a foreign language (EFL) learners’ language proficiency. Among the various skills addressed in English language teaching (ELT) materials, reading comprehension is widely regarded as an essential component for improving learners’ linguistic knowledge. Typically, reading passages are followed by a series of activities designed both to assess students’ understanding and to enhance their ability to interpret, analyze, and engage more deeply with the text. Although a substantial body of literature has examined the cognitive demands of EFL instructional content, relatively little attention has been devoted to analyzing second language reading comprehension questions and task types. To fill this lacuna, this study examined the representation of post-reading comprehension questions and tasks using Freeman’s taxonomy across nine Iranian high school English language textbooks from three successive generations in the history of ELT in Iran. The post-reading comprehension questions and tasks in each textbook were analyzed and categorized using a descriptive content analysis approach. The findings indicated that the Content category was the most prevalent across all three generations, followed by the Language and Affect categories. In addition, Generation 2 textbooks contained the highest overall frequency of post-reading comprehension question types, except for the Form question type, which occurred most frequently in Generation 1 textbooks. Across all nine textbooks analyzed, the Explicit question type emerged as the most commonly used, whereas the Evaluation question type was the least represented. The results of the chi-square tests also revealed significant differences among the three generations in terms of the frequency of different question types. The findings have several practical implications for policy makers, material writers, and English teachers.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"126 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146129315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-29DOI: 10.1177/13621688251411484
Chenxin Li, Peijian Paul Sun
This embedded mixed-methods study reports on the impact of perceived second language oral proficiency on English-as-a-foreign-language learners’ task emotions (i.e., anxiety, enjoyment, and boredom), and the influence of task emotions on speech fluency across different perceived second language oral proficiency levels, both with learners’ actual second language oral proficiency as a control variable. A total of 77 Chinese English-as-a-foreign-language university students were recruited for quantitative data collection. Results showed that higher perceived second language oral proficiency correlated with lower anxiety and greater enjoyment. It was also found that perceived low-level second language speakers demonstrated greater emotional susceptibility. Additionally, two learners with similar actual but different perceived second language oral proficiency were invited to further illustrate the commonalities and differences in the interaction between task emotions and speech fluency. Idiodynamic and semi-structured interview findings revealed two recurring patterns: a link between heightened anxiety, lower enjoyment, and reduced fluency, and a gradual increase in enjoyment as the task neared completion. The primary differences include varying emotional states at the beginning of the task; distinct relationships between boredom, anxiety, and enjoyment; and idiosyncratic experiences of boredom when encountering linguistic challenges. The study concludes with pedagogical implications to better serve English-as-a-foreign-language learners’ second language speaking ability development.
{"title":"The effect of task emotions on second language speech fluency across different perceived second language oral proficiency levels","authors":"Chenxin Li, Peijian Paul Sun","doi":"10.1177/13621688251411484","DOIUrl":"https://doi.org/10.1177/13621688251411484","url":null,"abstract":"This embedded mixed-methods study reports on the impact of perceived second language oral proficiency on English-as-a-foreign-language learners’ task emotions (i.e., anxiety, enjoyment, and boredom), and the influence of task emotions on speech fluency across different perceived second language oral proficiency levels, both with learners’ actual second language oral proficiency as a control variable. A total of 77 Chinese English-as-a-foreign-language university students were recruited for quantitative data collection. Results showed that higher perceived second language oral proficiency correlated with lower anxiety and greater enjoyment. It was also found that perceived low-level second language speakers demonstrated greater emotional susceptibility. Additionally, two learners with similar actual but different perceived second language oral proficiency were invited to further illustrate the commonalities and differences in the interaction between task emotions and speech fluency. Idiodynamic and semi-structured interview findings revealed two recurring patterns: a link between heightened anxiety, lower enjoyment, and reduced fluency, and a gradual increase in enjoyment as the task neared completion. The primary differences include varying emotional states at the beginning of the task; distinct relationships between boredom, anxiety, and enjoyment; and idiosyncratic experiences of boredom when encountering linguistic challenges. The study concludes with pedagogical implications to better serve English-as-a-foreign-language learners’ second language speaking ability development.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"44 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146070177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-28DOI: 10.1177/13621688251407314
Kentaro Suzuki
When inferring the meaning of new words based on their parts (e.g., prefixes and roots), learners need morphological knowledge (MK: knowledge of morpheme meanings) as well as morphological awareness (MA: understanding of how morphemes contribute to word meanings). This study examined the effects of presenting an example word during intentional learning of English prefixes on the acquisition of MK and MA. Japanese university students studied the meanings of 10 prefixes (e.g., inter- ) for 8 minutes under two conditions. The control condition ( n = 29) presented each prefix with its Japanese translation (e.g., inter - =「間に」[“between”]), whereas the example condition ( n = 27) also showed one example word containing the prefix (e.g., international ). The participants took two tests before, immediately after, and 1 week after the treatment: the MK test, which assessed recall of the prefixes’ meanings; and the MA test, which asked about the meanings of prefixed words not encountered during learning (e.g., interpersonal ). The results of the MK test showed that there were no differences between the two groups. Both groups performed well on the immediate MK test, but they failed to retain most of the morpheme knowledge after 1 week. On the other hand, the example group outperformed the control group on the immediate MA test, but only when the semantic transparency (semantic relatedness between the meanings of parts and whole words) of novel words was high. Based on the results, the nature of MA and how it should be taught are discussed.
{"title":"Effects of example word presentation on L2 learners’ acquisition of morphological knowledge and awareness through intentional English prefix learning","authors":"Kentaro Suzuki","doi":"10.1177/13621688251407314","DOIUrl":"https://doi.org/10.1177/13621688251407314","url":null,"abstract":"When inferring the meaning of new words based on their parts (e.g., prefixes and roots), learners need morphological knowledge (MK: knowledge of morpheme meanings) as well as morphological awareness (MA: understanding of how morphemes contribute to word meanings). This study examined the effects of presenting an example word during intentional learning of English prefixes on the acquisition of MK and MA. Japanese university students studied the meanings of 10 prefixes (e.g., <jats:italic toggle=\"yes\">inter-</jats:italic> ) for 8 minutes under two conditions. The control condition ( <jats:italic toggle=\"yes\">n</jats:italic> = 29) presented each prefix with its Japanese translation (e.g., <jats:italic toggle=\"yes\">inter</jats:italic> - =「間に」[“between”]), whereas the example condition ( <jats:italic toggle=\"yes\">n</jats:italic> = 27) also showed one example word containing the prefix (e.g., <jats:italic toggle=\"yes\">international</jats:italic> ). The participants took two tests before, immediately after, and 1 week after the treatment: the MK test, which assessed recall of the prefixes’ meanings; and the MA test, which asked about the meanings of prefixed words not encountered during learning (e.g., <jats:italic toggle=\"yes\">interpersonal</jats:italic> ). The results of the MK test showed that there were no differences between the two groups. Both groups performed well on the immediate MK test, but they failed to retain most of the morpheme knowledge after 1 week. On the other hand, the example group outperformed the control group on the immediate MA test, but only when the semantic transparency (semantic relatedness between the meanings of parts and whole words) of novel words was high. Based on the results, the nature of MA and how it should be taught are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146070183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-28DOI: 10.1177/13621688251410358
Víctor Pavón Vázquez, Javier Ávila López, Cynthia Pimentel Velázquez
This scoping review investigates the multifaceted aspects of university English-taught programs (understood as programs taught in English, not English language programs) that falls under the umbrella of what it is commonly referred to as English-medium instruction (EMI) and integration of content and language in higher education (ICLHE) with a specific focus on the educational practices that support them. Central to the analysis is an examination of the pedagogical models and strategies to effectively teach in English-medium environments. We used eight scholarly databases to identify 775 papers describing the implementation of EMI courses in the European context. These were later analyzed to find key pedagogical practices and program characteristics, resulting in a final sample of 146 studies. The investigation revealed a frequent emphasis on correctly identifying the integral role of language specialists in coordinating cross-disciplinary teaching efforts, as well as different strategies to facilitate dialogue among teaching staff and to support the integration of language learning with content instruction. In addition, the analysis highlighted university educators’ growing interest in the role of language, particularly disciplinary literacies, in addressing the diverse needs of international and English as an additional language (EAL) students. This research also identified references to various active methodologies employed in the classroom, including gamification, flipped learning, project work, and the adaptation of teaching materials. Notably, experts and academics have devoted considerable attention to the importance of ICT supported learning in enhancing the effectiveness of English-taught programs, emphasizing both the challenges and opportunities presented by digital and online learning in these bilingual academic environments. Ultimately, we hope that this study provides a comprehensive overview of the pedagogical and technological frameworks that shape the success of these programs.
{"title":"Exploring the pedagogical dimension for English-taught courses in European higher education: a scoping review","authors":"Víctor Pavón Vázquez, Javier Ávila López, Cynthia Pimentel Velázquez","doi":"10.1177/13621688251410358","DOIUrl":"https://doi.org/10.1177/13621688251410358","url":null,"abstract":"This scoping review investigates the multifaceted aspects of university English-taught programs (understood as programs taught in English, not English language programs) that falls under the umbrella of what it is commonly referred to as English-medium instruction (EMI) and integration of content and language in higher education (ICLHE) with a specific focus on the educational practices that support them. Central to the analysis is an examination of the pedagogical models and strategies to effectively teach in English-medium environments. We used eight scholarly databases to identify 775 papers describing the implementation of EMI courses in the European context. These were later analyzed to find key pedagogical practices and program characteristics, resulting in a final sample of 146 studies. The investigation revealed a frequent emphasis on correctly identifying the integral role of language specialists in coordinating cross-disciplinary teaching efforts, as well as different strategies to facilitate dialogue among teaching staff and to support the integration of language learning with content instruction. In addition, the analysis highlighted university educators’ growing interest in the role of language, particularly disciplinary literacies, in addressing the diverse needs of international and English as an additional language (EAL) students. This research also identified references to various active methodologies employed in the classroom, including gamification, flipped learning, project work, and the adaptation of teaching materials. Notably, experts and academics have devoted considerable attention to the importance of ICT supported learning in enhancing the effectiveness of English-taught programs, emphasizing both the challenges and opportunities presented by digital and online learning in these bilingual academic environments. Ultimately, we hope that this study provides a comprehensive overview of the pedagogical and technological frameworks that shape the success of these programs.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146070180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-26DOI: 10.1177/13621688251400725
Andrew Hay, Peter D. MacIntyre, Tammy Gregersen, Sarah Mercer
The teaching profession has undergone a dramatic shift in pedagogical practices due to COVID-19. Already facing numerous challenges prepandemic, language teaching in particular has become significantly more difficult, and the effect on language teacher stress and well-being is still being explored. Key to this study is the exploration of growth during trauma, an adaptation of post-traumatic growth. Following previous studies from MacIntyre et al., this article examines changes in language teacher stress, well-being, resilience, and growth during trauma from April 2020 to December 2021 in an online survey of over 1,100 language teachers internationally. Correlations revealed relative stability in associations between stress, growth, resilience, and well-being across three time points. Multivariate analysis of variance (MANOVA) results indicate that language teachers are experiencing less stress regarding their health, higher levels of growth during trauma, and stable levels of resilience and well-being over time. Stress, resilience, and The World Health Organization-Five Well-Being Index (WHO-5) all predicted growth via multiple regression. Mediation analyses revealed significant suppression effects of resilience and WHO-5 well-being on the relationship between personal, professional, and health-related stress and growth during trauma. The current study highlights the importance of growth as a positive outcome resulting from stress, particularly when individuals are resilient and have high levels of well-being. Implications for teacher stress, well-being, and growth during COVID-19 are discussed further.
{"title":"Language teacher stress and growth during trauma throughout the COVID-19 pandemic: The mediating roles of resilience and well-being","authors":"Andrew Hay, Peter D. MacIntyre, Tammy Gregersen, Sarah Mercer","doi":"10.1177/13621688251400725","DOIUrl":"https://doi.org/10.1177/13621688251400725","url":null,"abstract":"The teaching profession has undergone a dramatic shift in pedagogical practices due to COVID-19. Already facing numerous challenges prepandemic, language teaching in particular has become significantly more difficult, and the effect on language teacher stress and well-being is still being explored. Key to this study is the exploration of growth during trauma, an adaptation of post-traumatic growth. Following previous studies from MacIntyre et al., this article examines changes in language teacher stress, well-being, resilience, and growth during trauma from April 2020 to December 2021 in an online survey of over 1,100 language teachers internationally. Correlations revealed relative stability in associations between stress, growth, resilience, and well-being across three time points. Multivariate analysis of variance (MANOVA) results indicate that language teachers are experiencing less stress regarding their health, higher levels of growth during trauma, and stable levels of resilience and well-being over time. Stress, resilience, and The World Health Organization-Five Well-Being Index (WHO-5) all predicted growth via multiple regression. Mediation analyses revealed significant suppression effects of resilience and WHO-5 well-being on the relationship between personal, professional, and health-related stress and growth during trauma. The current study highlights the importance of growth as a positive outcome resulting from stress, particularly when individuals are resilient and have high levels of well-being. Implications for teacher stress, well-being, and growth during COVID-19 are discussed further.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"33 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-24DOI: 10.1177/13621688251396270
Safi Eldeen Alzi’abi
Mastering lexical stress is a persistent challenge for second-language (L2) learners, particularly when first-language (L1) prosodic systems differ markedly from the target language. This study investigates how Arabic phonological patterns influence English stress assignment and evaluates the effectiveness of two explicit instructional approaches, ”contrastive phonological analysis” (CPA) and “auditory discrimination training” (ADT), for Arab English as a foreign language (EFL) learners. A total of 180 Jordanian 11th-grade learners completed perception and production tasks involving 50 disyllabic and polysyllabic English words representing five stress types. Acoustic features (pitch, duration, and intensity) were measured using Praat and judged for accuracy by native speakers. Results showed persistent L1 transfer, particularly default penultimate stress and reduced accuracy in morphologically complex forms. Both interventions led to significant improvement in perception and production, with CPA yielding greater gains on stress-ambiguous forms. A strong perception–production correlation ( r = .72, p < .001) confirmed a transfer effect and delayed post-tests showed moderate retention. Findings highlight the role of prosodic transfer and support contrastive, perception-based instruction to improve stress competence among Arab learners.
掌握词汇重音对第二语言学习者来说是一个持续的挑战，特别是当第一语言的韵律系统与目标语言有明显差异时。本研究探讨了阿拉伯语语音模式如何影响英语重音分配，并评估了两种明确的教学方法，“对比语音分析”（CPA）和“听觉辨别训练”（ADT）对阿拉伯英语作为外语（EFL）学习者的有效性。共有180名约旦11年级学生完成了涉及50个双音节和多音节英语单词的感知和生产任务，这些单词代表五种重音类型。使用Praat测量声学特征（音高、持续时间和强度），并由母语人士判断其准确性。结果显示持续的L1转移，特别是默认的倒数第二应力和形态学复杂形式的准确性降低。两种干预措施都显著改善了感知和产量，CPA在压力模糊的形式中获得了更大的收益。强烈的感知-产生相关性（r = 0.72, p < .001）证实了迁移效应，延迟后验显示中度保留。研究结果强调了韵律迁移的作用，并支持对比，基于感知的教学，以提高阿拉伯学习者的压力能力。
{"title":"Phonological transfer and targeted instruction in Arab EFL learners’ lexical stress acquisition","authors":"Safi Eldeen Alzi’abi","doi":"10.1177/13621688251396270","DOIUrl":"https://doi.org/10.1177/13621688251396270","url":null,"abstract":"Mastering lexical stress is a persistent challenge for second-language (L2) learners, particularly when first-language (L1) prosodic systems differ markedly from the target language. This study investigates how Arabic phonological patterns influence English stress assignment and evaluates the effectiveness of two explicit instructional approaches, ”contrastive phonological analysis” (CPA) and “auditory discrimination training” (ADT), for Arab English as a foreign language (EFL) learners. A total of 180 Jordanian 11th-grade learners completed perception and production tasks involving 50 disyllabic and polysyllabic English words representing five stress types. Acoustic features (pitch, duration, and intensity) were measured using Praat and judged for accuracy by native speakers. Results showed persistent L1 transfer, particularly default penultimate stress and reduced accuracy in morphologically complex forms. Both interventions led to significant improvement in perception and production, with CPA yielding greater gains on stress-ambiguous forms. A strong perception–production correlation ( <jats:italic toggle=\"yes\">r</jats:italic> = .72, <jats:italic toggle=\"yes\">p</jats:italic> < .001) confirmed a transfer effect and delayed post-tests showed moderate retention. Findings highlight the role of prosodic transfer and support contrastive, perception-based instruction to improve stress competence among Arab learners.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"56 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146042632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-24DOI: 10.1177/13621688251415284
María del Pilar García Mayo
{"title":"From input to ideology: New directions in language learning and teaching","authors":"María del Pilar García Mayo","doi":"10.1177/13621688251415284","DOIUrl":"https://doi.org/10.1177/13621688251415284","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"16 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146042634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-23DOI: 10.1177/13621688251413930
{"title":"Corrigendum to “Exposure or age? The effect of additional CLIL instruction on young learners’ grammatical complexity while performing an oral task”","authors":"","doi":"10.1177/13621688251413930","DOIUrl":"https://doi.org/10.1177/13621688251413930","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"8 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146021818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-23DOI: 10.1177/13621688251405049
Mingzhe Wang, Lawrence Jun Zhang
Metacognition, the ability to understand and regulate one’s cognitive processes, is recognized as a key factor in effective English as a foreign language (EFL) learning. It involves both an awareness of the cognitive demands of tasks and the ability to manage these tasks to achieve specific outcomes. Similarly, grit, defined as perseverance and passion for achieving long-term goals, has emerged as a significant predictor of success in English learning. However, the relationship between metacognition and grit remains largely unexplored, especially how learners perceive and regulate their grit at a metacognitive level. This study addresses this gap by adopting a mixed-methods approach, combining semi-structured interviews and questionnaires to examine English learners’ metacognitive awareness of grit, their regulation strategies, and the potential effect on learning outcomes and self-efficacy. Results from the qualitative interview unearth deep and nuanced understanding of the metacognitive awareness of grit mechanism, which can be corroborated (or contrasted) by findings from the quantitative phase with data from large samples and statistical analysis. Findings suggest that learners’ metacognitive awareness of grit often operates implicitly, with many participants unaware of these underlying processes. Despite this, learners reported employing deliberate strategies to regulate their grit, such as setting intermediate goals, self-monitoring progress, and seeking external support when English learning grit waned. These strategies were found to significantly improve both English language performance and self-efficacy, suggesting a strong link between grit regulation and positive educational outcomes. The study highlights the need for greater awareness and explicit instruction in metacognitive strategies to enhance learners’ ability to harness grit effectively. Implications for language teaching practices, study limitations, and potential directions for future research are discussed, offering a comprehensive understanding of this emerging intersection.
{"title":"Can grit be perceived and regulated? A mixed-methods exploration of English learners’ metacognitive awareness of grit and its impact on achievement and self-efficacy","authors":"Mingzhe Wang, Lawrence Jun Zhang","doi":"10.1177/13621688251405049","DOIUrl":"https://doi.org/10.1177/13621688251405049","url":null,"abstract":"Metacognition, the ability to understand and regulate one’s cognitive processes, is recognized as a key factor in effective English as a foreign language (EFL) learning. It involves both an awareness of the cognitive demands of tasks and the ability to manage these tasks to achieve specific outcomes. Similarly, grit, defined as perseverance and passion for achieving long-term goals, has emerged as a significant predictor of success in English learning. However, the relationship between metacognition and grit remains largely unexplored, especially how learners perceive and regulate their grit at a metacognitive level. This study addresses this gap by adopting a mixed-methods approach, combining semi-structured interviews and questionnaires to examine English learners’ metacognitive awareness of grit, their regulation strategies, and the potential effect on learning outcomes and self-efficacy. Results from the qualitative interview unearth deep and nuanced understanding of the metacognitive awareness of grit mechanism, which can be corroborated (or contrasted) by findings from the quantitative phase with data from large samples and statistical analysis. Findings suggest that learners’ metacognitive awareness of grit often operates implicitly, with many participants unaware of these underlying processes. Despite this, learners reported employing deliberate strategies to regulate their grit, such as setting intermediate goals, self-monitoring progress, and seeking external support when English learning grit waned. These strategies were found to significantly improve both English language performance and self-efficacy, suggesting a strong link between grit regulation and positive educational outcomes. The study highlights the need for greater awareness and explicit instruction in metacognitive strategies to enhance learners’ ability to harness grit effectively. Implications for language teaching practices, study limitations, and potential directions for future research are discussed, offering a comprehensive understanding of this emerging intersection.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"98 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146032737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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