Patterns and Efficacy in Language Learning and Communication Strategies: A Systematic Review and Meta-Analysis
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| Title: | Patterns and Efficacy in Language Learning and Communication Strategies: A Systematic Review and Meta-Analysis |
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| Language: | English |
| Authors: | Javad Belali (ORCID |
| Source: | Review of Education. 2026 14(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Second Language Learning, English (Second Language), Language Acquisition, Communication Strategies, Meta Analysis, Individual Differences, Psycholinguistics, Cultural Differences, Interlanguage, Communicative Competence (Languages), Metacognition, Language Skills, Student Characteristics, Cross Cultural Studies |
| DOI: | 10.1002/rev3.70138 |
| ISSN: | 2049-6613 |
| Abstract: | Language learning and communication strategies are purposeful tactics that learners use to overcome linguistic challenges and enhance proficiency. This study aims to explore how these strategies have developed over the past five decades (1973-2023), assess their effectiveness and examine how learner-related and contextual factors shape their use. To achieve this, 404 studies were systematically selected from Web of Science, Scopus, ERIC and PsycInfo following the PRISMA framework. The analysis revealed that research has largely centred on individual learner differences and psycholinguistic contexts, while sociocultural influences, language transfer and plurilingual competence (including third-language acquisition) remain underrepresented. Metacognitive strategies, such as self-regulation and goal-setting, emerged as the most effective for language skill development, followed by cognitive strategies like summarizing and repetition. Affective and compensatory strategies received relatively limited attention. Likewise, learner traits (e.g., motivation, age) and learning settings (EFL vs. ESL) significantly influenced strategy use, although inconsistent variable definitions hinder cross-study comparisons. While Oxford's (1990) taxonomy still guides much of the field, gaps in theoretical clarity and methodological consistency persist. These findings underscore the need for standardized constructs, greater integration of technological tools and adoption of holistic frameworks that combine cognitive, affective and sociocultural dimensions to strengthen future investigations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503928 |
| Database: | ERIC |
| Abstract: | Language learning and communication strategies are purposeful tactics that learners use to overcome linguistic challenges and enhance proficiency. This study aims to explore how these strategies have developed over the past five decades (1973-2023), assess their effectiveness and examine how learner-related and contextual factors shape their use. To achieve this, 404 studies were systematically selected from Web of Science, Scopus, ERIC and PsycInfo following the PRISMA framework. The analysis revealed that research has largely centred on individual learner differences and psycholinguistic contexts, while sociocultural influences, language transfer and plurilingual competence (including third-language acquisition) remain underrepresented. Metacognitive strategies, such as self-regulation and goal-setting, emerged as the most effective for language skill development, followed by cognitive strategies like summarizing and repetition. Affective and compensatory strategies received relatively limited attention. Likewise, learner traits (e.g., motivation, age) and learning settings (EFL vs. ESL) significantly influenced strategy use, although inconsistent variable definitions hinder cross-study comparisons. While Oxford's (1990) taxonomy still guides much of the field, gaps in theoretical clarity and methodological consistency persist. These findings underscore the need for standardized constructs, greater integration of technological tools and adoption of holistic frameworks that combine cognitive, affective and sociocultural dimensions to strengthen future investigations. |
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| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70138 |
