Department of Forestry and Management of the Environment & of Natural Resources, Democritus University of Thrace,
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Vocabulary learning plays an essential role in any language learning context and is crucial for developing proficiency in a foreign language. It is one of the most important aspects of language competence and its acquisition is essential for the improvement of the receptive and productive language skills. However, difficulties experienced by L2 learners in learning, memorizing and recalling vocabulary has rendered vocabulary learning strategies (VLS) a popular research topic among researchers in the last two decades. Either through a correlational approach demonstrating a meaningful relationship between vocabulary learning strategies or by establishing strategy similarities and differences among learners with different degrees of success, most of the earliest research on VLS in a second language has squarely focused on VLS taxonomies and classifications and qualitative differences L2 learners’ vocabulary learning acquisition in a given learning context. Nevertheless, VLS acquisition success and effectiveness has also been empirically investigated and defined in relation to L2 learners’ individual characteristics, of which self-efficacy and self-regulation have seldom received the required empirical attention in the field of second language acquisition in general.
In this light, the aim of this special issue of International Journal of Language and Linguistics on “Self-efficacy & Self-regulation on the Use of Second Language Vocabulary Strategies in EFL & ESP Contexts” is to address the interrelationship between the concepts of self-regulation and self-efficacy in relation to L2 learners’ use of L2 vocabulary learning strategies in both ESP and EFL learning contexts through empirical studies, explore alternative research methodological paradigms for use in the future and propose innovative pedagogical approaches in the area of second language vocabulary acquisition.