Exploring Self-regulatory Strategies for Vocabulary Learning among Chinese EFL Learners

Ping, Aminah Ma; Siraj, Saedah

doi:10.1016/j.sbspro.2012.06.802

Cited by 11 publications

(9 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings show an insignificant relationship between EFL learners' self-regulation and their preference for vocabulary acquisition. Accordingly, the findings are not in the line with previous studies (e.g., Bohlmann et al, 2015;Hamedani, 2013;Hardi, 2014;Ping & Siraj, 2012;Kim & Linan-Thompson, 2013;Mizumoto, 2013;Ping et al, 2015). However, they did not investigate the relationship between self-regulation and preference for vocabulary acquisition more specifically, their findings show the effect of self-regulation on vocabulary learning and also indicate a significant relationship between selfregulation and vocabulary.…”

Section: Discussioncontrasting

confidence: 82%

“…Furthermore, in acquisition process learners who have high locus of control are more successful than others and they usually seek information about the activities and also their behavior controlled (Stewart, 2012). Ping and Siraj (2012) have investigated the self-regulated learning strategies for vocabulary learning among 38 Chinese EFL learners in Malaysia. The findings showed that learners had low self-regulated learning strategies and it might because of their lack of strategy knowledge.…”

mentioning

confidence: 99%

See 1 more Smart Citation

The Relationship among EFL Learners’ Self-Regulation, Locus of Control, and Preference for Vocabulary Acquisition

Soleimani¹

2018

ALR Journal

View full text Add to dashboard Cite

Learning vocabulary has always been a major concern for second/foreign language researchers, and particularly in recent years self-regulation, locus of control and learners' preference for learning have been the focus in the related literature. This study intended to investigate the relationship among EFL learners' self-regulation, locus of control, and preference for vocabulary acquisition. To this end, 116 EFL university students (79 female, 37 male) participated in the study. In order to collect the required data, two questionnaires and one vocabulary levels test were utilized: The ICI to measure learners' locus of control, SRCvoc to measure learners' self-regulation, and VLT to measure learners' vocabulary size. The results reveal that there was a significant relationship between EFL learners' locus of control and preference for vocabulary acquisition. Additionally, the results reveal that locus of control could significantly predict the vocabulary acquisition preference. Furthermore, the findings reveal that: (a) there was no significant relationship between EFL learners' selfregulation and preference for vocabulary acquisition, (b) there was no significant relationship between EFL learners' self-regulation and locus of control, and (c) self-regulation could not significantly predict vocabulary acquisition preference. .

show abstract

Section: Discussioncontrasting

confidence: 82%

mentioning

confidence: 99%

The Relationship among EFL Learners’ Self-Regulation, Locus of Control, and Preference for Vocabulary Acquisition

Soleimani¹

2018

ALR Journal

View full text Add to dashboard Cite

show abstract

“…However, though some studies (Alhaisoni, 2012a,b;Ansarin et al, 2012) indicate that Meta-cognitive and Cognitive strategies were the most used among L2 learners, this study indicates that higher vocabulary size L2 learners use all the strategies equally, and the lower vocabulary size L2 learners use the Meta-cognitive strategy more than other strategies. In a similar study on Chinese EFL learners, Ping and Siraj (2012) found that the students lack use deep cognitive and meta-cognitive strategies as oral repetition or dictionary consultation were the most favoured strategies while semantic encoding was the least commonly used. Moreover, in Italian FL context as well, Australian leaners favoured mechanical strategy of repetition over making associations of the contexts (Lawson and Hogben, 1996).…”

Section: Discussionmentioning

confidence: 95%

Efl Vocabulary Learning Strategies Used by Saudi Arabia University Students

Alshammari

2020

View full text Add to dashboard Cite

“…The finding of their study showed that the samples' general use of VLS was rather inadequate. Ping et al (2012) studied self-regulatory for VLS among Chinese EFL students. He attempted to investigate the use of self-regulated VLS and motivational beliefs.…”

Section: Research Into the Vocabulary Learning Strategies 221 Reseamentioning

confidence: 99%

The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

Al-Omairi¹

2020

Preprint

View full text Add to dashboard Cite

Vocabulary learning is an essential part of foreign or second language learning. This study aims at identifying the most and least common strategies that are used by Iraqi English as a foreign language (EFL) majors and English for academic purposes (EAP) learners. Also, determine the differences that are in EFL and EAP students' vocabulary learning strategy (VLS) use as well as exploring EFL and EAP students' views and difficulties. The study samples were 100 undergraduate learners (50 EAP learners and 50 EFL majors studying at Al-iraqia University, Iraq). There were two methods adopted; a validated Likert-scale questionnaire based on a developed version of Schmitt (1997) and further selected four of them for a follow-up semistructured interview. The results of the survey indicated that EFL and EAP learners' most common strategy was determination strategy, whereas, the least common strategy was metacognitive. The finding of the independent sample t-test of the five identified categories: metacognitive, determination, cognitive, memory as well as social, indicated that there was no significant difference between EFL and EAP learners' in the frequency of the use of VLS. The results of the interview indicated that the majority of EFL and EAP learners' valued the significance role of VLS.

show abstract

Exploring Self-regulatory Strategies for Vocabulary Learning among Chinese EFL Learners

Cited by 11 publications

References 6 publications

The Relationship among EFL Learners’ Self-Regulation, Locus of Control, and Preference for Vocabulary Acquisition

The Relationship among EFL Learners’ Self-Regulation, Locus of Control, and Preference for Vocabulary Acquisition

Efl Vocabulary Learning Strategies Used by Saudi Arabia University Students

The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

Contact Info

Product

Resources

About