Band 63, Heft 1 - Special Issue: Broadening the Appliability of Systemic Functional Linguistics in Language Education; Issue Editors: Winfred Wenhui Xuan, Christian M.I.M. Matthiessen and Jorge Arús Hita

Pedagogies developed from systemic functional linguistics are seen as valuable in supporting diverse students in both mainstream and language classrooms. Over the past decade, SFL also became a crucial component in teacher education programs particularly in the North American context, as it advances teachers’ knowledge of language and curriculum design focusing on the development of disciplinary literacy of minoritized multilingual learners. Drawing from data collected in a year-long classroom ethnographic study in the Southeastern U.S., this paper explores (1) how a range of embodied inquiry activities were designed as an integral part of a teacher education curriculum and (2) how these activities created entry points for diverse pre-service teachers and the teacher educator to grapple with functional linguistics and critically engage with their language use in everyday lives. Data analysis includes theory-informed thematic analysis and a mediated approach towards participants’ material-discursive trajectories across spatial and historical contexts. Findings show the affordances of using embodied activities to support teachers in making sense of key constructs from SFL in relation to their own lived experiences and cultural epistemologies. Implications point to the significance of innovative, culturally sustaining approaches toward both the teaching and use of SFL as well as the need for continued critical reflections and actions in changing classroom contexts.

A frequent comment by academic writing tutors is ‘use more citation’, yet this may not be helpful. University students may have difficulty with citation practices for several reasons. Prior to university, students may be encouraged to develop arguments based on personal opinions. At university, the risks of plagiarism are emphasised. Finally, students may be uncertain about challenging ‘expert’ views and how to assert their own voices critically and in ways that are acceptable in the disciplines and genres they are producing. This paper integrates findings from research that reveals the complexity of citation practices which could be presented as an intricate system network that might be practical for research purposes or for teacher education, but is more complicated than most students need. Three sample lessons are presented to show how research findings have been simplified for teaching students about citation. We are therefore able to compare theory that presents many logical possibilities, with research that presents probabilities and findings from specific contexts, with pedagogical practice in sample lessons that condense and often simplify theory and research in order to influence student writing.

This paper presents a systemic functional analysis of process types in academic texts in Spanish from the Appraisal Theory perspective in order to establish connections and observe the interaction of the experiential and interpersonal metafunctions and the systems of Transitivity and Attitude. Our purpose is to explore how student writers use process types to construe their specific disciplinary experience, how they inscribe attitudinal meanings in their texts, and how the Transitivity and Attitude systems interact in student choices in academic writing. We used student texts from the CLAE corpus (Ignatieva, Natalia & M. Cecilia Colombi (eds.). 2014. CLAE: El lenguaje académico en México y los Estados Unidos, un análisis sistémico funcional . Mexico: UNAM). The texts belong to two disciplines (literature and history) and to three text types, or genres, labeled in the university setting as essays, reviews, and question-answers. The methodology included a quantitative and qualitative analysis of 1) process type realizations, 2) expressions of Attitude, classified according to type (Affect, Judgment, Appreciation) and 3) interaction between the process types and Attitude types. This was followed by a comparative analysis between the disciplines and genres, detecting both the similarities and the differences. In addition, some patterns that combine process types and Attitude expressions were found. Such patterns could represent an important tool in the teaching of academic writing in Spanish.

This paper argues for the value of system networks as a diagnostic tool in L2 writing education. We report on an investigation of Chinese students learning to write in English over a period of a year in Year 9 of high school, characterizing their choices in the system of modality in different writing tasks over that period, and we also report on an extension of this investigation based on two additional sampling points, Year 12 of high school and Year 3 of university. Our findings indicate that even when we sample L2 texts from three different periods in education, the expansion in the use of the meaning potential embodied in the system of modality is quite limited – as long as we focus on texts from one register. We have also seen from Xuan’s (2015. A longitudinal study of Chinese high school students learning English based on systemic functional text analysis . The Hong Kong Polytechnic University PhD thesis) study of Year 9 writing tasks from a few different registers that there was no clear sense of progression throughout the year. The results show that careful selection and ordering of texts from registers that afford learners with complementary opportunities over time to engage with and master different parts of the resources of the system of modality can be recommended in L2 writing education.

Micro-lectures have become a prevailing resource for teaching Chinese grammar in International Chinese Language Education (ICLE). One crucial feature of these lectures is that they are inherently multimodal and the design of multimodal pedagogic discourse in these lectures is vital for the teaching of Chinese grammar. Based on this background, this paper investigates teaching Chinese grammar through multimodal pedagogic discourse in ICLE micro-lectures, focusing on the organization of complexity and abstraction of meaning for knowledge-building. Drawing on Systemic Functional Linguistics’ genre theory and ideational mass and presence, this paper views the organization as a dynamic negotiation of mass and presence across generic stages. Analyzing a representative ICLE micro-lecture on grammar, it scrutinizes the distribution of mass and presence across stages, along with multimodal pedagogic discourse features. The findings show that Presenting Scenarios, Example Extraction, and Grammar Explanation are pivotal stages for grammar instruction, each characterized by distinct mass and presence. Presenting Scenarios, featuring relatively weak mass and strong presence, employs non-technical and concrete multimodal texts to depict everyday scenarios, while Example Extraction with similar mass but weaker presence recontextualizes these scenarios into linguistic phenomena through non-technical linguistic text. Grammar Explanation characterized by relatively strong mass and weak presence distills grammatical knowledge from example sentences through technical and abstract linguistic text. Overall, the weakening of presence across the stages allows for recontextualizing scenario-based sentences as linguistic phenomena and generalizing these sentences into abstract grammatical concepts, while the strengthening of mass enables distilling meaning from example sentences and builds the complexity of grammatical concepts. The findings hold potential implications for the design of ICLE micro-lectures on Chinese grammar, which aims to facilitate the teaching of Chinese grammar through multimodal pedagogical discourse.

Teaching science in English is increasingly common worldwide. This study explores the role of language in science meaning-making during classroom interactions by drawing on video-recorded classroom observations of four biology lessons in secondary English medium instruction (EMI) settings in Hong Kong. Informed by systemic functional linguistics (SFL), we integrate classroom interaction analysis with Lemke’s approach to thematic analysis. The results reveal similar interactional patterns across full- and partial-EMI science classrooms, characterised by a lack of interactivity and authoritative teacher behaviour in selecting student responses to engage with. During extended initiation–response–feedback exchanges, teachers’ feedback on students’ responses appears to underscore the importance of teachers’ modified input – specifically input emphasising semantic relations within the field of biology – in developing students’ content knowledge and language skills. The implications of the findings for applying SFL pedagogies in EMI science classrooms to improve teacher–student interaction are discussed.

This paper presents analyses of an EFL drama lesson at a university in China from the perspective of systemic functional linguistics (SFL) to explore the managing of the complexity of learning tasks through scaffolding instruction. Based on pedagogic activity analysis and exchange structure analysis, we show that scaffolding is achieved through the strategic arrangement of classroom activities and the deployment of the multilingual discourse resource of knowledge and action. First, the evaluation of student acting and/or the elaboration based on it frequently serves to prepare the students for acting in the next learning cycle. Second, modelling and explaining acting are achieved through the teacher taking on the roles of secondary actor and primary knower in non-Task phases. Third, the teacher uses students’ L1 in non-Task phases either to model alternative ways of acting or to explain motivations for particular ways of acting. The observations reported in this study have potential implications for teacher education that focuses on teaching drama in EFL programmes.

This paper intends to offer a practical case of application of Systemic Functional Linguistics (SFL) to Foreign Language Teaching (FLT). While there is research offering very interesting insights for the application of SFL to Foreign and Second Language teaching contexts, none of it provides a straightforward application of SFL to the actual design of lessons. The proposal first focuses on how to create a text that contains the lexicogrammar object of study of the lesson. After this, and using the VLE (Virtual Learning Environment) Moodle, a series of activities are proposed, moving from more guided to more open-ended, all of them driven by the didactic exploitation of the lexicogrammar of mental processes. The proposal integrates SFL theory into the explanation of the lesson’s (lexico)grammatical goals. As part of this, the convenience of using system networks in FLT, e.g. the system network of mental clauses, is discussed.

In this paper we explore the concept of socially accountable SFL praxis in designing, conducting, and disseminating participatory work with minoritized youth and communities. Using a reflexive methodology, we explore our often-failed attempts at developing a socially accountable SFL praxis in the southeast of the United States to support minoritized youth and their educators. Specifically, we reflect on (1) our biases, theoretical predispositions, assumptions, and power relations vis-à-vis the researched, and (2) on how these aspects affected every stage of the research, from the disciplinary framing of the research questions, the choice of the research methodology, to how we presented our findings. The article concludes with an emphasis on socially accountable SFL praxis as a pivotal approach to strengthen and support minoritized communities within the context of structural inequality.

Peer interaction is examined as an important indicator of performance in task-based language learning. However, little research has explored learners’ interactional competence under the influences of task factors. This study investigates the effects of task complexity and task modality on learners’ interactional competence in terms of topic management and turn management. Four tasks were designed – written-simple, written-complex, oral-simple, and oral-complex – and 40 Chinese EFL learners completed them in counterbalanced sequences. The results showed the significant influences of task complexity and task modality on learners’ topic and turn management. Task modality and complexity interactively influenced learners when they were expanding on topics in the role of the current speaker. Considering the cognitive demands of increasing complexity and differences between the two modalities, this paper discusses the implications of the findings for developing L2 interactional competence in speech- and text-based interactions.

The long-standing emphasis on communicative language teaching has resulted in a de-emphasis of explicit grammar instruction (EGI) in favour of an implicit, intuitive approach to learning grammar that can lead to fossilized errors, which learners are then unable to correct. In terms of research, relatively little is known about how students and teachers approach EGI, especially at transition points between primary and secondary school. This article reports on an online questionnaire-based study that explored the beliefs of 405 learners and 17 teachers (including the latter’s reported practices) regarding EGI in the English classroom in primary and lower-secondary grades in Norway. The findings revealed that primary school students, as well as female participants, had more positive beliefs about EGI than those in lower-secondary schools (and male participants). Furthermore, teachers’ and students’ affective beliefs about EGI differed meaningfully sometimes, as did teachers’ implementation of EGI-related activities that the students most enjoyed.

Late-life language learning has gained considerable attention in recent years. Strikingly, additional language (AL) proficiency development is underinvestigated, despite it potentially being one of the main drivers for older adults to learn an AL. Our study investigates whether Dutch older adults learning English for three months significantly improve their AL skills, and if explicit or implicit language instruction is more beneficial. Sixteen learners participated in online weekly group lessons, five days of 60-min homework, and pre-post-retention tests. Half were randomly assigned to the mostly explicit condition and half to the mostly implicit condition. Data includes language proficiency measures and 201 dense-data spoken homework samples. Results show improvements in several areas for both conditions. For structural errors in homework, we found implicitly taught participants to make significantly more mistakes. Our exploratory data show that older adults significantly develop AL proficiency after a short language training, and, as we only found differences between conditions on one construct, that teaching pedagogies do not play a substantial role.

In recent years, corrective feedback has attracted L2 pragmatics researchers’ attention. This study examined the effects of direct and metapragmatic corrective feedback on the learning of request downgraders for Chinese learners of English. Eighty college students were divided into four groups: (1) high proficiency + direct feedback, (2) high proficiency + metapragmatic feedback, (3) low proficiency + direct feedback, and (4) low proficiency + metapragmatic feedback. Using a pre-test–instruction–post-test–delayed post-test design, the results revealed that all the groups made significant progress with a prolonged effect after four weeks, and that metapragmatic feedback yielded a greater effect than direct feedback for the low proficiency learners. Moreover, the learners in general held positive perceptions towards the feedback they received. This study closes by providing pedagogical implications for language teachers and suggesting future directions for researchers.

Despite the importance of task-supported language teaching (TSLT) in developing L2 speaking and listening skills, existing literature fails to trace the changes in L2 learners’ affective responses longitudinally during this type of instruction. After collecting three waves of questionnaire data, the present study explores how 60 L2 learners’ English listening- and speaking-related motivation and self-efficacy changed during a nine-week course of instruction at a university in China. Latent growth modeling was used to analyze questionnaire data. The results show a significant increase in students’ intrinsic motivation and self-efficacy in L2 listening during task implementation in contrast to a decrease in their extrinsic L2 listening motivation in TSLT classrooms. Learners with higher English proficiency tended to have better listening self-efficacy, and changes in L2 speaking motivation and self-efficacy were not salient. Implications for teaching and learning L2 listening and speaking are also discussed.

Cumulative tests (CTs) require learners to recall previously learned words. The scope of the tested words gradually increases with increased study sessions. A potential limitation of CTs is that less learning may occur for words introduced later than earlier. This study proposes random selection tests (RSTs), which may compensate for this problem. We randomly selected the tested words from all target words, such that learners can review all words in a balanced manner. To investigate whether RSTs compensate for CT limitations, the study randomly assigned 69 Japanese learners of English to the RST or CT group. They were given 45 Japanese and English word pairs and weekly small tests across three weeks. The CT group recalled 15 words per small test, in which the scope of the tested words increased (15 → 30 → 45 words). Alternatively, the RST group recalled 15 words, which were randomly selected from 45 words, per small test. The posttest revealed that the RST group compensated for the limitation and retained the second and last 15 words better than did the CT group. The findings suggest that RSTs enable L2 learners to study all words in a balanced manner.

This corpus-based research investigates features representing different stages of development in Pakistani academic writing (AW) to determine the stage of Pakistani AW in physical and social sciences. Corpus for this research comprises texts from 80 doctoral dissertations and is analyzed through AntConc after tagging with Multidimensional Analysis Tagger (MAT) and TagAnt. Results show Pakistani AW in both disciplines frequently comprising nouns as pre-modifiers that represent Stage-3. These are lower level features used by the writers developing towards higher levels. Therefore, Pakistani advanced level AW in physical and social sciences is positioned at Stage-3. This suggests that Pakistani writers in these disciplines are operating below the expected developmental level specifically Stage-5. These results are found to oppose the general hypothesis i.e. L2 (English as a second language) academic writers frequently use phrasal features at the advanced level. Consequently, Pakistani AW is concluded to be below the required level of language development.

The dearth of research examining the progression of cohesion in L2 writing through a time-series research design is evident. Therefore, the current study employs the Complex Dynamic Systems Theory to explore the evolution of cohesive devices in L2 writing. Thirty advanced-level L2 writers from a US university participated over a semester, providing 210 written samples at seven measurement points. Analysis of these samples, utilizing 40 cohesion indices from the Tool for the Automatic Analysis of Cohesion, revealed significant improvement in eight cohesion indices (three local, four global, and one text cohesion indices) with large effect sizes. However, time-series analyses indicated nonlinear trends and variability. Additionally, a positive association was found between two local cohesion indices (lexical and semantic overlap) at the initial and final measurement points. The findings demonstrate the multifaceted developmental trajectories and complexities evident in L2 learners’ approaches and carry important implications for L2 writing instruction and assessment.

This study investigated tutors’ pronunciation teaching delivery in the Certificate in Teaching English to Speakers of Other Languages (CELTA) through two sequential qualitative case studies. The study was conducted in three phases: (1) case 1 – teacher interviews, (2) case 2 – a Delphi with pronunciation specialists, (3) Comparative Case Study analysis. Phase one involved four semi-structured interviews with five English teachers from Australia via virtual group meetings. Phase two involved responses to three rounds of online Delphi questionnaires with an international panel of 13 pronunciation specialists. Information about pronunciation teaching practice emerged from the teacher interviews that informed the Delphi question frame. The pronunciation specialists’ consensus in the Delphi was that CELTA tutors need to develop an eclectic knowledge base of pronunciation instruction that reflects contemporary approaches in pronunciation research and teaching. Phase three combined the phase one and two results in a Comparative Case Study analysis that attended simultaneously to dimensions of time, policy, and culture to identify a model of pronunciation instruction amenable to the CELTA. Recommendations for tutors’ professional development based on a comparison of the teachers’ extant practical knowledge and the pronunciation specialists’ research-informed knowledge include a community of practice and a mini curriculum.

This study investigates the effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development. The participants were 51 university EFL students from two English composition classes. One class ( n  = 26) was the collaborative prewriting (CP) group, and the other was the non-collaborative prewriting (NCP) group ( n  = 25). Both groups participated in individual pre- and post-test writing and two collaborative expository essay writing tasks via Google Docs. The CP group engaged in collaborative prewriting before the collaborative writing tasks, whereas the NCP group did not. Learners’ pre- and post-test writing was evaluated for content quality, organization, linguistic complexity, and accuracy. Learner collaboration was analyzed for reflective versus non-reflective content-, organization-, and language-related episodes (CREs, OREs, LREs). LREs were further analyzed for resolution. The results showed that the learners who were engaged in collaborative prewriting produced collaborative expository essays with better content quality and organization, and made greater improvement in the content quality and organization of individual L2 writing. The findings were discussed in relation to the CREs, OREs, and LREs produced during collaborative prewriting and writing processes.

This paper introduces the sociological concept of focused encounters (FEs) as a tool for researching interaction in second language acquisition and teaching. FEs are face-to-face interactions affording joint attention, intersubjectivity, interaffectivity, and interactional alignment, considered key contributors to learning in some SLA/T approaches. First, we introduce the FE concept. Second, we situate FEs within a sociocognitive approach to SLA/T. Third, we apply the FE concept in investigating interaction in an Australian English as a second language classroom. Fourth and finally, we discuss our analysis’s wider implications for learning and teaching: Studying interaction in FEs from a sociocognitive perspective enables investigation not just of language learning opportunities but of moment-by-moment learning processes.

In recent years, there has been a significant increase in the integration of synchronous online teaching tools in language teaching. Recent research has explored how second language (L2) teachers utilise available resources to engage students’ learning within the virtual learning space. Nevertheless, there has been a lack of research exploring how L2 teachers bring in different funds of knowledge to connect the teaching of specific aspects of the L2 with some broader social-cultural issues and/or values. Further research is necessary to explore how the teaching of specific sociocultural values and beliefs is achieved through translanguaging, with the aim of enriching students’ L2 learning experiences. This study adopts translanguaging as an analytical perspective and investigates how different funds of knowledge are being incorporated into the online teaching processes in order to mediate the student’s L2 English learning and promote specific sociocultural values and beliefs to the student. Multimodal Conversation Analysis is used to analyse the online classroom data and the analysis is triangulated with the video-stimulated-recall-interview that is analysed using Interpretative Phenomenological Analysis. The findings demonstrate that the online language classroom is a virtual translanguaging space which affords classroom participants to bring with them diverse funds of knowledge for constructing new knowledge in online classrooms, bridging the gap between L2 learning and everyday life experience and promoting certain values and beliefs, as well as facts and practices, in the online classroom.

This study investigates whether cross-disciplinary academic collocation lists are of equal importance to EAP (English for academic purposes) learners across different disciplines. We target Ackermann and Chen’s (Ackermann, Kirsten & Yu-Hua Chen. 2013. Developing the Academic Collocation List (ACL)–A corpus-driven and expert-judged approach. Journal of English for Academic Purposes 12(4). 235–247) Academic Collocation List (ACL) and conduct a frequency, coverage, and dispersion analysis of its 2,464 pairs in the British Academic Written English (BAWE) corpus. Using BAWE data, we also examine whether university students increase use of academic collocations across years. Generally, our results indicate that cover-all academic collocation lists, like academic word lists, show uneven frequency distributions across disciplines; the ACL covers considerably more word combinations in soft than hard sciences. According to our dispersion analysis, furthermore, an important cause for such skewed distributions is that a substantial part of the ACL (i.e., almost 25 %) is in actuality discipline-specific rather than generic collocations. In terms of collocation development, we do observe steady increases across years. Interestingly, university students throughout levels not only use more academic collocations, but display a stronger tendency to raise the proportion of discipline-specific collocations in writing. This study is novel as it systematically examines distributions and developments of academic collocations, and is pedagogically valuable in that it collects 483 ACL entries which are suitable targets for EAP learning.

This study explores the effect of a project-based learning module informed by the principles of the Deep Approach to World Language Education on students’ well-being in an advanced Italian language subject. Data were collected via a questionnaire ( n  = 21) created in light of Oxford’s EMPATHICS model of well-being. As part of this module, students were tasked with creating and self-publishing an illustrated story in Italian. Results indicate that the project contributed to students’ well-being, mostly because it enabled them to have an experience of authorship while also making a difference by supporting the local Italian community. Students were able to gain control of their learning by engaging in a task that they perceived as enriching and socially meaningful. The project also had a positive influence on students’ self-efficacy and self-concept, on their intrinsic motivation for learning Italian, as well as on their overall sense of belonging and accomplishment.

The sudden shift to online foreign language (FL) learning due to the pandemic offered researchers the unique possibility to explore the role of learner emotions in different teaching modalities. This mixed methods paper investigates differences in 437 English as a foreign language (EFL) students’ levels of FL enjoyment (FLE) in pre-pandemic in-person EFL classes and their online classes after the switch to emergency remote teaching (ERT) based on a convergent research design. Statistical analysis of quantitative data gathered with a web survey showed a significant drop in learners’ FLE in ERT, based on a 9-item scale. The sharpest drop was observed for the scales’ subdimensions Personal and Social Enjoyment while Teacher appreciation decreased less. Qualitative content analysis of 21 in-depth interviews revealed that enjoyable aspects were mentioned more frequently for ERT than for in-person classes. The nature of FLE was found to shift with teaching modality: FLE was linked to rich social interactions in in-person classes, while it was linked to the convenience and comfort of working from home and an increase in learner autonomy in ERT. Additionally, learners reported that despite the physical isolation, they managed to establish good social connections in ERT classes. This shows that FLE can flourish in challenging circumstances. Its intensity might differ from in-person classes but it feeds generally on similar nutrients, namely interesting learning materials, friendly and professional teachers and stimulating interactions with peers in order to develop social bonds.

While the past two decades have witnessed enormous growth in research on student engagement with feedback on second language (L2) writing, little attention has been paid to student engagement with peer feedback longitudinally through peer feedback interaction. This study explored how 12 students engaged with peer feedback cognitively, behaviorally, and affectively over a semester of L2 writing and learning, and what factors influenced student engagement. Data were collected from peer feedback dialogue, multiple drafts of compositions, retrospective verbal reports, feedback notes, self-reflection, and focus groups. Data were analyzed through text analysis, content analysis, and thematic analysis. The findings revealed that student engagement with peer feedback varied over four writing tutorials. Face-to-face peer feedback contributed to maintaining sustainable student engagement with peer feedback. Other learner-related factors such as learner beliefs, language proficiency, product-oriented mindset, and context-related factors such as task requirements, feedback-related issues, and interaction patterns jointly influenced student engagement.

The importance of emotion in language learning is well recognized, but the significant contribution of basic psychological needs (BPNs) to emotion has been neglected. Moreover, prior studies have mainly used variable-centered approaches to investigate associations between emotions and their antecedents, which has uncovered only part of their relationships. Therefore, this study first set out to reveal the general levels, and gender differences of BPNs satisfaction (autonomy, competence, and relatedness) and foreign language emotions (enjoyment, anxiety, and boredom), and the bivariate correlations between them among 948 Chinese university English foreign language learners. Using a person-centered approach (i.e., latent profile analysis), the present study further investigated the latent profiles of BPNs satisfaction and examined how emotions differ across these profiles. Results revealed middle to high levels of BPNs satisfaction, enjoyment, and anxiety, but a low level of boredom. Males reported higher levels of BPNs satisfaction, enjoyment, and lower anxiety than females. Four profiles of BPNs satisfaction were identified, namely average-satisfaction, below-average satisfaction, low-satisfaction, and high-satisfaction. The majority of students fell into the average-satisfaction profile. Students in the high-satisfaction had the most positive emotional outcomes, while those in the low-satisfaction reported the opposite pattern. Theoretical and pedagogical implications were then provided.

Positive psychology (PP) plays a crucial role in second language (L2) education. A positive psychological state in teachers leads not only to higher-quality instruction delivery but to personal well-being. Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of positive L2 teaching emotion, has received a burgeoning interest in L2 teaching research. However, FLTE remains far from being fully understood in that the overreliance on quantitative methods has veiled how it is interconnected with other psychological variables and how it is experienced by teachers. This study aimed to explore L2 teachers’ enjoyment and motivation through the lens of PP with reference to Broaden-and-Build theory. A mixed-methods approach was used to investigate 63 Japanese secondary teachers of English regarding their FLTE and self-determined motivation. The results from the questionnaire data showed that FLTE was significantly positively correlated with autonomous motivation driven by internal-related factors and negatively with amotivation. Furthermore, demographic factors had limited effects only on autonomous motivation. Semi-structured interviews shed light on how enjoyment and motivation were engendered by teacher-internal and -external factors. The study concluded that these psychological cogwheels were dynamic, emphasizing the important implications of teachers experiencing PP. Limitations and suggestions for future research are also highlighted.

Recent research has called for cultivating strategic learners in globally expanding English medium instruction (EMI) university programs, so as to help them effectively orchestrate resources to handle the challenging task of learning subject knowledge through an L2. EMI studies exploring students’ strategies have thus far primarily categorized strategy types, with scant research investigating what key learner variables affect their strategic choices. This study focuses on students’ use of metacognitive listening strategies during EMI lectures, and explores how their strategic preferences differ across three groups of English listening proficiency and are influenced by motivational beliefs of self-efficacy, goal orientation, and task value. Results of ANOVA tests and Structural Equation Modeling (SEM) analysis of students’ questionnaire responses ( N  = 412) revealed significant variations in strategy types across different proficiency levels. Although students were found to be highly motivated by extrinsic goals and utility-based task values, these motivational beliefs failed to significantly predict any metacognitive strategy use. Both intrinsic learning goals and self-efficacy significantly predicted the use of directed attention, problem solving, and plan-evaluation strategies, highlighting the pedagogical needs to foster these motivational beliefs of students in EMI university programs to help them become strategic and independent listeners in academic lectures.