ISSUES IN LANGUAGE LEARNING STRATEGY RESEARCH AND TEACHING

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Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English (2011, background): “Language learning strategies (LLS) are defined as “the conscious thoughts and actions that learners take in order to achieve a learning goal” (Chamot, 2004, p. 14).”
LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005, background): “…and also fosters metacognition, students’ ability to understand their own thinking and learning processes (Anderson, 2002, in press; Carrier, 2003; Chamot, 2004, 2005; Chamot et al., 1999; Cohen, 1998, 2003; Goh, 2002b; Graham & Harris, 2000; National Reading Panel, 2000; O’Malley & Chamot,…”
Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender (2017, background): “According to Chamot (2004), defines LLS as “the conscious thoughts and actions that learners take in order to achieve learning goals” (p. 14).”
Listening Comprehension and Strategy Use: A Longitudinal Exploration. (2008, unknown): “Furthermore, none of the studies addresses fully the issue of task specificity of strategy use, i.e. that strategies employed by listeners will in part depend on the demands made by the listening task (Chamot, 2004).”
Learning Strategies in Second Language Acquisition (2016, background): “It was the time I understood why Iranian students cannot learn English well [2,3].”