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. Amid these changes, the constructs of metacognition, self-regulation, and self-efficacy have emerged as central to understanding and enhancing language learning outcomes. 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 not only deepen our theoretical understanding but also offer practical insights for educators and curriculum designers seeking to foster more effective, autonomous, and resilient language learners.