The third wind of language learning strategies research

ABSTRACT

The researchers noted that whereas most language learning strategies research has accounted for strategies used separately or as part of latent factors, their study participants were found to almost always use strategies in sequences, pairs, and clusters. By analyzing these strategy combinations and their moment-to-moment functions, Cohen and Wang identified six patterns (1) linear progression in functions (e.g., from metacognitive to cognitive);(2) simultaneous occurrence of functions (e.g., social and affective);(3) linear progression in functions + simultaneous occurrence of functions;(4) bi-directional fluctuation of functions (e.g., back and forth between metacognitive and cognitive);(5) bi-directional fluctuation + simultaneous occurrence of functions;and (6) simultaneous occurrence of functions + micro-fluctuations of functions (see Cohen & Wang, 2018). [...]Gao and Hu drew on an adapted activity system model based on earlier work by Engeström, who expanded on Vygotsky's idea of mediation (see Gao & Hu, 2020). The system has three mediating resources community (e.g., a social group performing similar actions with similar goals), rules (e.g., time and academic requirements), and division of labor (e.g., roles and power relationships with the community).