An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation

Chen, Chih‐Ming; Chen, Liang‐Chun; Yang, Shun-Min

doi:10.1080/09588221.2018.1485708

Cited by 80 publications

(49 citation statements)

References 36 publications

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“…It is defined by the content teachers as an academic vocabulary that represents the vocabulary or the understatement of oral and printed language in the text. A variety of definitions of the word vocabulary suggested by students (Chen, Chen & Yang, 2019). Some people consider it sight-word vocabulary as the students' instant acknowledgement of words.…”

Section: Importance Of English Vocabulary Learningmentioning

confidence: 99%

English Vocabulary Learning Through Form-Focused Approaches Using Video Podcasts

2021

JLLL

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The objective of this study was to determine whether the lectures given to English students as a foreign language in addition to regular classes, would enable them to grow their language skills and to review and find information on podcasting as a learning or teaching tool, in order to improve comprehension and learning methods. Since the arrivals of the digital era, audio media utilization in teaching language has become easier to use. It goes online through the use of websites, online learning environments, learning management systems and podcast. So, this study focuses on the examination of shape-oriented methods when taking video podcasting into account. The study focuses primarily on Pakistan analyzing English language learning activities in Pakistani universities, as university graduates have been taken as a model. As technical developments affect all other industries, they also affect the education market. However, these developments are not mainly followed in developed countries such as Pakistan and Pakistani universities still adopt the conventional methods of education. As discussed above, studying has become exciting for students around the world as teachers bring some fascinating and advantageous technology such as video podcast into the classroom. This study assesses, thus, the effects of English vocabulary learning by using video podcasts to use form-focused approaches.

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Section: Importance Of English Vocabulary Learningmentioning

confidence: 99%

English Vocabulary Learning Through Form-Focused Approaches Using Video Podcasts

2021

JLLL

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“…It affords students the choice of what, where, when and how they would like to learn (Crompton, 2013;Broadbent et al, 2020). In light of these advantages, educators of EFL learning have been incorporating mobile devices into their instruction and various mobile learning systems were thus developed to support students' EFL learning in their spare time, including the learning of vocabulary (e.g., Chen et al, 2019) and the development of reading (e.g., Wang, 2016) and communicative speaking skills (e.g., Loewen et al, 2020). However, meta-analytic reviews of language learning studies using mobile devices showed that grammar instruction in EFL learning received little attention (Duman et al, 2015;.…”

Section: Introductionmentioning

confidence: 99%

“…Effective mobile learning necessitates not only behavioral and cognitive engaging in learning whenever and wherever necessary, but also the willingness to monitor, control, and regulate the learning process (Sha et al, 2012). Researchers thus argued that a prerequisite for effective mobile learning is learners' self-regulated learning (SRL) abilities (e.g., Sha et al, 2012;Chen et al, 2019). Learners need to possess the abilities to metacognitively, motivationally, and behaviorally engage in their learning processes to attain learning goals in m-learning contexts (Sha et al, 2012;Seifert and Har-Paz, 2020).…”

Section: Introductionmentioning

confidence: 99%

Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism

Wang¹,

Chen

Zhang

2021

Front. Psychol.

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This study developed a personalized mobile-assisted system with a self-regulated learning (SRL) mechanism to facilitate English-as-a-foreign-language (EFL) students’ learning of grammar. A quasi-experimental design, involving an experimental group (n = 278) and a control group (n = 320), was adopted to examine its effectiveness on students’ grammar learning. The experimental group, who had full access to the functions of the system (i.e., recommendations, feedback and an e-portfolio package), used the system to learn grammar, complete grammar exercise, and engage in for a semester, while the control group only use the system to submit weekly assignments. The results suggest that the experimental group obtained significantly higher scores in English grammar tests than the control group and the system benefited both genders with no significant differences. The findings provide empirical evidence in support of the effectiveness of this system in improving students’ grammar test scores, indicating its value as a supplementary tool to conventional classroom teaching of English grammar via supporting learners’ SRL development in a m-learning context. The pedagogical implications for applying this system in classrooms and beyond were discussed.

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“…For example, Aamri, Greuter, and Walz (2016) found that playful reading applications had some impact on 4 th graders' intrinsic reading motivation. Chen, Chen, and Yang (2019) concluded that the feature of self-regulated learning of a learning app improved fifth graders' performance in terms of vocabulary retention and motivation.…”

Section: Extrinsic Motivationmentioning

confidence: 99%

“…Based on the gathered qualitative data, there was not enough evidence to indicate whether some child participants were drawn to the game-featured activities out of intrinsic interest in the games, driven by the reward, or a mix of both. However, it was evident that the incorporation of game-featured activities was favored by some child and parent participants due to the potential benefits concluded by past empirical studies that repetition (Andreani & Ying, 2019) and individualized learning (Chen, Chen & Yang, 2019;Hwang, Shadiev, Hsu, Huang, Hsu & Lin, 2016) could enhance learners' skills, knowledge, and motivation. For example, Aamri, Greuter, and Walz (2016) found that playful reading applications had some impact on 4 th graders' intrinsic reading motivation.…”

Section: Extrinsic Motivationmentioning

confidence: 99%

How Can Digital Storybooks Foster EAL Children’s Reading Motivation: A Multiple Case Study

Kuo¹

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<p>This paper explores the features of digital storybooks that can help foster English as an additional language (EAL) children’s motivation in reading English as a second language (L2) or as an additional language. Prior research suggests digital storybooks are conducive to children’s reading motivation in their first language (L1); however, research on the effectiveness of story apps fostering children’s reading motivation in additional languages is relatively scarce. This research adopted a qualitative approach to investigate how storybook applications designed for English as a First Language (L1) and English as an Additional Language (EAL) differ and influence EAL children’s reading motivation in L2, specifically, reading English as an additional language. This study explores the perspectives and voices of EAL children as well as their parents in relation to their experiences and attitudes toward the use of digital storybook apps to foster their L2 reading motivation. </p>

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An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation

Cited by 80 publications

References 36 publications

English Vocabulary Learning Through Form-Focused Approaches Using Video Podcasts

English Vocabulary Learning Through Form-Focused Approaches Using Video Podcasts

Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism

How Can Digital Storybooks Foster EAL Children’s Reading Motivation: A Multiple Case Study

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