S181 | The Third Wind of Language Learning Strategy Research

The field of language learning strategies has experienced a number of twists and turns since its initial inception. The first wind of strategy research can be described as early studies that began in the 1970's with an initial focus on what 'good' language learners did and is characterized by its very practical focus. The second wind, as described by Dornyei and Ryan (2015), refers to studies taking place at and shortly after the turn of the century that typically incorporate a sense of self-directedness (e.g. self-regulation, agency, and autonomy) in their more thorough theoretical foundation. The third wind, a term which we are proposing, pertains to very recent work that can be delineated into two, albeit often overlapping, categories: 1) the incorporation of complexity theory perspectives with language learning strategies and self-directedness (e.g. Oxford, 2017; Oxford, Lavine, Amerstorfer, 2018; Griffiths, 2018) and 2) a return to previous conceptualizations that allow for both self- and other-regulated strategy usage (e.g. Thomas & Rose, 2019; Thomas, Rose, & Pojanapunya, 2019/forthcoming). We are interested in receiving proposals that address these and other recent developments and attempt to advance the field with empirical studies that incorporate innovative research methods and/or contribute to ongoing theoretical discussions.