Cognitive and Metacognitive Vocabulary Learning Strategies: Insights from Learning Diaries

The role of self-regulated learning on foreign vocabulary learning: a multi-case study

“…Although, the findings of this study clearly revealed that both participants used different set and pattern of various vocabulary learning strategies. However, both participants have the same tendency to employ and combine rehearsal strategy (e.g., note-taking, underlining, or repetition) with elaboration strategy (e.g., sentence composition) which is in line with the results of several academic literatures (Bošnjak Terzić & Pavičić Takač, 2020;Pauwels, 2018). Further, the combination of both rehearsal strategy and elaboration strategy is strongly recommended by several prominent scholars (Gu & Johnson, 1996;Pintrich, 1999;Schmitt, 1997) to effectively assist learners in memorizing, consolidating, and retaining the newly acquired lexical information in one's long-term memory.…”

“…This issue has attracted many scholars to investigate the connection between self-regulated learning (SRL) and academic achievement situated in all educational levels; such as in primary education level (Dignath et al, 2008), in secondary education level (Bai & Wang, 2021;Guo et al, 2019;Harding et al, 2019), and even in higher education (henceforth HE) level (Peng, 2012). In the domain of English language pedagogy, several academic literatures highlighted the crucial role of learners' innate self-regulation in vocabulary learning, particularly for second or foreign language (L2/FL) acquisition (Bošnjak Terzić & Pavičić Takač, 2020;Nation, 2001;Schmitt, 2008Schmitt, , 2014Tseng et al, 2006) including in memorizing, remembering, and vocabulary acquisition. In fact, some previous literary works (Meara, 1980;Şahin Kızıl & Savran, 2018;Zheng, 2012) emphasized that learners without self-regulation capability tended to possess demotivation feelings (Kikuchi, 2009) and learning anxiety (Tseng & Schmitt, 2008) so that it can badly impact on depressing their academic achievement.…”

“…Journal on English as a Foreign Language,13(1), 78-101 p-ISSN 208878-101 p-ISSN -1657e-ISSN 2502-6615 In recent years, many researchers (e.g., Akbarian & Farrokhi, 2021;Alavi & Akbarian, 2012;Coxhead, 2018;Krepel et al, 2021;Raudszus et al, 2021) were attracted to examine the crucial roles of vocabulary learning for the development of L2/FL proficiency. In the same vein, the role of SRL on vocabulary learning has gained a great popularity from several prominent scholars around the world such as in China (Ping & Siraj, 2012), Croatia (Bošnjak Terzić & Pavičić Takač, 2020), Japan (Mizumoto, 2013), and Turkey (Şahin Kızıl & Savran, 2018;ſentürk, 2016). Those works of literature reach an agreement acknowledging the pivotal role of SRL in various L2/FL learning contexts, particularly in vocabulary learning, in the sense that language learners' active participation or involvement will practically guarantee their learning success.…”