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Mark Feng Teng

Macao Polytechnic University, Macau SAR, China

 

Lin Sophie Teng

Zhejiang University, China

 

The landscape of second and foreign language learning is undergoing a profound transformation, shaped by advances in technology, evolving pedagogical paradigms, and an increasing recognition of learner diversity. The integration of digital tools, like AI, has redefined the classroom, enabling more flexible, personalized, and interactive learning experiences, and called for a higher level of metacognitive awareness in language learning (Teng, F. 2025a). Simultaneously, the shift from teacher-centered to learner-centered approaches, grounded in sociocultural theory (Vygotsky, 1978), has placed greater emphasis on the active role of learners in constructing their own knowledge and developing lifelong learning skills.

 

Amid these changes, the constructs of metacognition, self-regulation, and self-efficacy have emerged as central to understanding and enhancing language learning outcomes (Teng, F. & Yang, 2023). Metacognition, as conceptualized by Flavell (1979), refers to learners’ awareness and control of their cognitive processes, including planning, monitoring, and evaluating their learning strategies. Closely related is the concept of self-regulated learning (Zimmerman, 2002), which encompasses goal setting, strategic action, and self-reflection, empowering learners to take charge of their own progress. Bandura’s (1997) theory of self-efficacy further highlights the crucial role of learners’ beliefs in their capabilities, influencing their motivation, persistence, and resilience in the face of challenges.

 

This special issue of the International Journal of TESOL Studies brings together cutting-edge research that explores these constructs in varied contexts, employing diverse methodologies to illuminate their roles in language development, learner autonomy, and academic achievement. The collected works deepen our theoretical understanding, drawing on frameworks such as social cognitive theory, metacognitive models, and motivational constructs. The findings also offer practical insights for educators and curriculum designers seeking to foster more effective, autonomous, and resilient language learners. By bridging theory and practice, we collected articles for this issue to inform the design of learning environments that support the development of metacognitive awareness, self-regulatory skills, and positive self-beliefs, ultimately contributing to more meaningful and successful language learning experiences.