Promoting Self-Regulation in Vocabulary Learning among Chinese EFL Learners: A Needs Analysis

Ping, Aminah Ma; Baranovich, Diana-Lea; Manueli, Maria Khristina; Siraj, Saedah

doi:10.1007/s40299-013-0166-x

Cited by 23 publications

(12 citation statements)

References 23 publications

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“…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: 83%

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

Soleimani¹

2018

ALR Journal

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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. .

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Section: Discussioncontrasting

confidence: 83%

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

Soleimani¹

2018

ALR Journal

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“…In another study, Mizumoto (2013b) examined self-regulated learning process on self-efficacy of EFL students from two universities in Japan, and supporting evidence was found that the process of self-regulated learning potentially boosts self-efficacy and increase vocabulary knowledge. Positive relationships between self-efficacy and selfregulation in vocabulary acquisition were also indicated among Chinese EFL learners (Ping, Baranovich, Manueli, & Siraj, 2015) and Iranian EFL learners (Hamedani, 2013).…”

Section: Vocabulary Acquisition Through Self-regulated Learningmentioning

confidence: 97%

Vocabulary Acquisition through Self-Regulated Learning on Speaking and Writing Development

Waluyo

2018

Universitas Jambi

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Despite the crucial role of vocabulary in foreign language acquisition, little is known about its influence on speaking and writing development from self-regulated learning concept. Thus, by employing a path analysis, this study examines the influence of vocabulary acquisition through self-regulated learning on beginner (N = 215) and intermediate (N = 195) students’ speaking and writing development at Walailak University, Thailand. The findings suggest significant paths from vocabulary acquisition to students’ speaking and writing development, but noting the influence of proficiency level. These findings contribute to the development of research in vocabulary acquisition and self-regulated learning with regards to speaking and writing development.

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“…These are the psychological factors which can inhibit language use and learning. Anxiety using the TL is a commonly reported feeling within the second language classroom, or indeed when faced with interactions with a native speaker (Ping et al 2014;Tum 2015). Learner anxiety can exhibit itself through a reluctance to learn or progress, as well as reticence to use the language and a negative attitude within the classroom or take the form of mental blocks (Hashemi 2011).…”

Section: Research Findings: Affective Factors Anxietymentioning

confidence: 99%

The use of avatars in digital role-playing games (RPGs) in computer-assisted language learning (CALL)

Harbord¹,

Dempster²,

Jayemanne³

2021

Digital Games and Language Learning

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Promoting Self-Regulation in Vocabulary Learning among Chinese EFL Learners: A Needs Analysis

Cited by 23 publications

References 23 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

Vocabulary Acquisition through Self-Regulated Learning on Speaking and Writing Development

The use of avatars in digital role-playing games (RPGs) in computer-assisted language learning (CALL)

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