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<p/><br></br><p><b> About the Book </b></p></br></br><p>This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes.</p><p/><br></br><p><b> Book Synopsis </b></p></br></br>This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It comprises a wide selection of studies which cover topics such as strategic training of young EFL learners, promoting critical thinking through video gaming, language learning strategies for languages other than English, and the contribution of language learning strategies to the development of the four language learning skills. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes. The contributing authors share research from their various contexts, which range from primary to tertiary education, and discuss the need for fine-tuned strategy categorization, conscious self-regulation and proposed strategy instruction.<p/><br></br><p><b> Review Quotes </b></p></br></br><br><p>For anyone interested in language learning strategies, whether they be researchers, practitioners or students, this edited volume provides stimulating analyses of theoretical and conceptual issues, insightful perspectives from various learning contexts, and useful implications for promoting learner autonomy. I am confident that this book will further advance our understanding relating to strategic language learning.</p>-- "Osamu Takeuchi, Kansai University, Japan"<br><br>These international researcher-teachers bring into focus voices that are rarely heard and deserve amplification. Powerful examples of learners deploying their unique bi/multilingual and cultural backgrounds to choose LLS when learning new L2/L3s are provided throughout. These contributions help readers expand their understandings of multilingual agency and ways to empower learners.-- "Martha Nyikos, Indiana University, USA"<br><br>This excellent publication by international researchers clarifies theoretical concepts of LLS and explores new avenues, such as the affordances of technology in assisting strategy instruction, thereby providing a springboard for future research. Its contribution to the literature in previously under-researched areas is enhanced by practical suggestions that bridge the gap between research and classroom practice.-- "Pamela Gunning, Concordia University, Canada"<br><p/><br></br><p><b> About the Author </b></p></br></br><p>Zoe Gavriilidou works at Democritus University of Thrace, Greece. Her research interests include language learning strategies, pedagogical lexicography and heritage languages.</p> <p>Lydia Mitits works at Democritus University of Thrace, Greece. Her research interests include language learning strategies, multilingualism and heritage languages.</p>

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