Examining primary students’ self-regulated vocabulary learning mediated by a mobile-assisted self-regulation scheme /

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Student Theses

2023

Yang, Yin Nicole

Hong Kong : The Education University of Hong Kong

Thesis

Self-regulated learning (SRL), an important component of 21st-century skills, has been extensively researched in the field of education over the past several decades, yet its application to the field of language learning has been limited. The rapid development of technology has led to the emergence of various platforms that facilitate self-regulated language learning (SRLL). However, rare comprehensive review of SRLL has been undertaken to date, making it challenging to identify research gaps and trends in the field. This thesis is a compilation of two journal publications and two submitted journal manuscripts, including a systematic review and three empirical studies, to contribute to the literature on technology-enhanced SRLL, especially in terms of self-regulated vocabulary learning (SRVL). First, the review study on published technology-enhanced SRLL studies from 2011 to 2020 highlighted three major research gaps in the current literature: (1) the role of technology, (2) research context, and (3) research methods. Several associated conclusions were drawn from this work: (1) a more systematic tool for supporting all phases of SRL in the context of language learning is needed; (2) greater focus should be placed on the research context of K–12 education and vocabulary learning; and (3) mixed research methods are needed to fully elucidate the characteristics of students’ SRVL, and study duration should be longitudinal. Following this review study, three empirical studies were conducted. The first study reported on the development of the self-regulation scheme on Vocab+ and evaluated its impact on primary students’ vocabulary learning outcomes and perceived SRVL skills, which lasted four months. Students using the self-regulation scheme on Vocab+ exhibited significantly better learning outcomes and SRVL skills than those who did not use the self-regulation scheme on the app or those who had not used the app. The second study further evaluated the effect of the mobile-assisted self-regulation scheme on primary students’ SRVL from a longitudinal perspective via latent growth modelling which lasted for seven months. The findings indicated the effect of the mobile-assisted self-regulation scheme, as students supported by the scheme exhibited a steeper increasing trend in perceived SRVL skills and vocabulary learning outcomes and had a stronger correlation between the growth rate of their SRVL skills and the growth rate of their vocabulary learning outcomes than those students without the support of the scheme. The third study investigated students’ SRVL behaviours using learning analytics and their associated vocabulary learning outcomes. The results showed the similarities and differences of students’ SRVL behaviours among three groups (clusters), adding a new dimension to the current literature. This thesis deepens the understanding of using a mobile app with the self-regulation scheme to support the entire process of primary students’ SRVL out of class and elucidates the characteristics of SRVL behaviours. This thesis also enriches the existing literature on technology-enhanced SRVL, providing researchers, language teachers, and learners with theoretical and practical insights and ultimately laying the groundwork for larger-scale implementation in more schools, especially in the post-pandemic era

LG51.H43 Dr 2023eb Yangyn

https://educoll.lib.eduhk.hk/records/wVPtwjOe