Investigation of Middle School Students’ Self-Regulation Skills and Vocabulary Learning Strategies in Foreign Language

Gorgoz, Seda; Tican, Canses

doi:10.12973/ijem.6.1.25

Cited by 20 publications

(14 citation statements)

References 24 publications

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“…Besides, the role of gender, grades, learning environment, and age context on vocabulary learning strategies has also been investigated. However, similar to the previous variable, studies on the relationship between vocabulary learning strategies and gender found mixed and inconsistent results, such as in (Bhatti & Mukhtar, 2020) and (Gorgoz & Tican, 2020). The previous studies in the Indonesian context did not connect the VLSs to individual differences such as gender.…”

Section: Introductionsupporting

confidence: 55%

Vocabulary Learning Strategies of Indonesian EFL Learners in Malaysia: A Focus on Gender

Nur

Jusoh

2022

IJEAL

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Vocabulary learning is vital for EFL students. Students face difficulties in learning new English vocabulary. Meanwhile, few studies have investigated the strategies used by Indonesian English as a Foreign Language (EFL) learners to learn new words and the relationship with their gender differences. And there need to be more studies that examine the vocabulary learning strategies (VLSs) of Indonesian students studying abroad in the ESL context. Considering the increasing number of Indonesian students studying in ESL communities, this study aims to identify the vocabulary learning strategies employed by Indonesian university students who are pursuing their studies at universities in Malaysia. There were 183 students (89 males and 94 females) enrolled in various degree programmes randomly selected in this study. The Vocabulary Learning Strategies Questionnaire from(Almabrouk, 2017), based on (Schmitt, 1997)’s taxonomy, was adopted as the data collection instrument. The findings showed that the most frequent strategy employed by the respondents was 'trying to develop vocabulary knowledge by watching English TV channels (e.g. movies, songs, documentaries from the metacognitive category. Meanwhile, the least frequent strategy employed by the respondents was 'ask the lecturer for translation of the new word into an L1 translation' from the social category. The results also indicated that there were no statistically significant differences in the use of VLSs based on gender.

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Section: Introductionsupporting

confidence: 55%

Vocabulary Learning Strategies of Indonesian EFL Learners in Malaysia: A Focus on Gender

Nur

Jusoh

2022

IJEAL

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“…The 2011 English curriculum differs from the previous versions by elevating the importance of students' learning motivation, the communicative and practical competency of language learning, and pleasure reading for life (Hu & Adamson, 2012). And there are also numerous research studies suggesting how learning motiviation and interest lead to better learning outcome (Abbott et al, 2017;Gorgoz & Tican, 2019). The instruction in the secondary school classrooms in these rural districts in Beijing, however, failed to address this important aspect.…”

Section: Discussionmentioning

confidence: 99%

A Survey Study of Middle School English Instruction in Four Rural Districts in Beijing

Hu,

Zhang

2020

INT J EDUC METHODOL

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This survey study provides a holistic picture of English teachers' qualification and the status quo of English instruction in secondary school classrooms in four lowest-achieving rural disctricts in Beijing, China. It covers a wide variety of aspects related to language instruction, including teachers' professional background and credentials, lesson preparation and instructional materials, teachers' instructional languages, factors that limit English instruction, roles teachers play in classrooms, and classroom instruction on pronunciation and fluency, vocabulary, grammar, and comprehension. Results shows how inequality in resources and the lack of teaching standards and qualifications can negatively impact students, further hindering their academic and professional opportunities. The findings provide valuable information to the teacher preparation and professional development in these districts and hopefully bring attention to the Department of Education in China about the educational needs of the low achieving rural districts in Beijing.

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“…Bandura (as cited in Mahmoud & Matar, 2011, p. 205) stated that "people are able to regulate themselves through direct control over their behaviors and through selecting or changing the environmental conditions that in turn affect their behaviors, thus creating their own incentives that drive and lead their behavior". Gorgoz & Tican (2020) revealed that, with age, students become free and more independent, have more developed selfregulation skills, and conduct their learning in a more planned and conscious manner. This is confirmed by the study of Assabab (2016) in that self-regulated students are distinguished by having many ways in which they organize their motivation as well as set suitable goals for their abilities and their surrounding conditions.…”

Section: Self-regulationmentioning

confidence: 99%

Self-Regulation and its Relationship to Social Intelligence among College of Education Female Students at Prince Sattam University

Hashem¹

2021

EUROPEAN J ED RES

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The current study aimed to identify the level of self-regulation and social intelligence among students of the College of Education at Prince Sattam University in Wadi Al-Dawasir, and to reveal the relationship between self-regulation and social intelligence, as well as the possibility of predicting social intelligence through self-regulation. A sample consisting of ( 204) female students at the College of Education, Prince Sattam bin Abdulaziz University in Wadi Ad-Dawasir participated in this study. The measurement instruments included two researcher-made scales of self-regulation and social intelligence, and the SPSS program was used for statistical treatments. Results revealed that female students of the College of Education in Wadi Ad-Dawasir, Prince Sattam University, have a high level of self-regulation as well as social intelligence, and that there is a statistically significant positive correlation between the scores of self-regulation and social intelligence among the study sample. In addition, it was found that social intelligence can be predicted through self-regulation. It is possible to benefit from the results of this study in directing university planning officials to the importance of transforming the self-regulation and social intelligence of students into a culture and systematic practice through courses, symposiums and workshops, or integrating them into academic courses.

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Investigation of Middle School Students’ Self-Regulation Skills and Vocabulary Learning Strategies in Foreign Language

Cited by 20 publications

References 24 publications

Vocabulary Learning Strategies of Indonesian EFL Learners in Malaysia: A Focus on Gender

Vocabulary Learning Strategies of Indonesian EFL Learners in Malaysia: A Focus on Gender

A Survey Study of Middle School English Instruction in Four Rural Districts in Beijing

Self-Regulation and its Relationship to Social Intelligence among College of Education Female Students at Prince Sattam University

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