Autonomy in Action: Designing and Validating a Model of Student-Generated Vocabulary Testing to Enhance Learning
الموضوعات : Research in English Language Pedagogy
Kolsoum Ghasemi
1
,
Shahram Afraz
2
,
Fazlolah Samimi
3
1 - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
3 - Department of English, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
الکلمات المفتاحية: Autonomy, Learner autonomy, Student-generated testing, Student-generated vocabulary testing,
ملخص المقالة :
This study aimed to design and validate a pioneering student-generated vocabulary testing paradigm aimed at cultivating autonomy among TEFL Ph.D. candidates or holders in Iran, encompassing both male and female participants. Employing a sequential exploratory mixed-methods design, the research unfolded through a qualitative phase followed by a quantitative phase. In the qualitative phase, 30 Ph.D. candidates or holders in TEFL engaged in insightful semi-structured interviews. Subsequently, the quantitative phase saw the development of a comprehensive questionnaire based on the emergent themes from the qualitative inquiry. The questionnaire was piloted with a sample of 274 participants to capture the intricacies of the learners' experiences based on the insights gathered from the interviews. The pilot study substantiated the construct validity of the questionnaire through exploratory factor analysis, while Cronbach's alpha affirmed its reliability. The questionnaire was then given to a larger sample of 384 EFL learners. Further bolstering the study's robustness, Structural Equation Modeling analysis was executed through Smart PLS software. As a result, a validated model was created as a valuable asset for future research endeavors in the realm of student-generated vocabulary testing in the Iranian context. The student-generated vocabulary testing model advocated in this study not only encourages meaningful engagement with vocabulary learning tasks but also fosters a profound understanding and retention of vocabulary items.
Ahundjanova, M. (2022). The needs for improving learners' autonomy in foreign language classes–as a key factor to boost language learners. Science and innovation, 1(6), 390-392.
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58(1), 126-136.
Almusharraf, N. (2021). Perceptions and application of learner autonomy for vocabulary development in Saudi EFL classrooms. International Journal of Education and Practice, 9(1), 13-36.
Baghoussi, M. (2021). Teacher-centered approach prevalence in Algerian secondary-school EFL classes: The case of English Teachers and learners in Mostaganem district. Arab World English Journal, 12(1), 46-68.
Baleghizadeh, S., & Zarghami, Z. (2014). Student-generated tests and their impact on EFL students' learning of grammar. Eğitimde Kuram ve Uygulama, 10(3), 627-642.
Baru, M., Tenggara, W. N., & Mataram, M. U. (2020). Promoting students' autonomy through online learning media in EFL class. International Journal of Higher Education, 9(4), 320-331.
Benson, P., & Voller, P. (2014). Autonomy and independence in language learning. Routledge.
Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245-276.
Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in higher education, 6(4), 505-518.
Chen, M. R. A., & Hwang, G. J. (2022). Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles. Interactive Learning Environments, 30(9), 1619-1639.
Cohen, A. D. (2011). Second language learner strategies. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (Vol. II, pp. 681-698). Routledge.
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.
Dash, G., Paul, J., 2021. CB-SEM vs PLS-SEM methods for research in social sciences and technology forecasting. Technol. Forecast. Soc. Change, 173(1), 121092.
Ghobain, E. (2020). Indirect specialized vocabulary learning and learner autonomy. International Journal of Instruction, 13(3), 745-760.
Golechkova, T., & Pletneva, N. (2021). Enhancing student engagement through student-generated activities: A case study. In Proceedings of the 2021 IEEE International Conference on Educational Technology (pp. 247-253).
Goundar, P. R. (2019). Vocabulary learning strategies (VLSs) employed by learners of English as a Foreign Language (EFL). English Language Teaching, 12(5), 177-189.
Graves, M. F. (2016). The vocabulary book: Learning and instruction. Teachers College Press.
Guay, F. (2022). Applying self-determination theory to education: Regulations types, psychological needs, and autonomy supporting behaviors. Canadian Journal of School Psychology, 37(1), 75-92.
Guo, L. (2020) Discrimination and analysis of autonomous learning, inquiry learning and meaningful acceptance learning. Pop Lit Art, 5(1), 211-222.
Han, K. (2021). Fostering students' autonomy and engagement in EFL classroom through proximal classroom factors: autonomy-supportive behaviors and student-teacher relationships. Frontiers in Psychology, 12(1), 767079.
Horn, J. L. (1998). A rationale and test for the number of factors in factor analysis. Psychometric, 30(2), 179-185.
Jaccard, J., & Wan, C. K. (1996). LISREL approaches to interaction effects in multiple regression (No. 114). Sage.
Jankowska, A., & Jankowski, M. (2017). Student-generated vocabulary tests as a way of fostering autonomy. In Autonomy in Second Language Learning: Managing the Resources (pp. 99–118). Springer.
Jiang, N. (2004). Semantic transfer and development in adult L2 vocabulary acquisition. Vocabulary in a Second Language, 14(1), 101-126.
Johnson, K. (2017). An introduction to foreign language learning and teaching. Routledge.
Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org. Computers in Human Behavior, 52(2), 200-210.
Knittle, K., Fidrich, C., & Hankonen, N. (2023). Self-enactable techniques to influence basic psychological needs and regulatory styles within self-determination theory: An expert opinion study. Acta Psychologica, 240(1), 104017.
Legault L, Green-Demers I, Grant P, Chung J (2007). On the self-regulation of implicit and explicit prejudice: A self-determi-nation theory perspective. Personality and Social Psychology Bulletin, 33(1): 732-749
Legault, L., Green-Demers, I., Grant, P., & Chung, J. (2007). On the self-regulation of implicit and explicit prejudice: A self-determination theory perspective. Personality and Social Psychology Bulletin, 33(5), 732-749.
Little, D. (1991a). Learner autonomy: Definitions, issues, and problems. Authentik.
Little, D. (1991b). Varieties of social explanation: An introduction to the philosophy of social science. Authentik.
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73.
Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Routledge.
Muliyah, P., Aminatun, D., Nasution, S. S., Hastomo, T., & Sitepu, S. S. W. (2020). Exploring Learner Autonomy In Online Language-Learning. Getsempena English Education Journal, 7(2), 382-394.
Najeeb, S. S. (2013). Learner autonomy in language learning. Procedia-Social and Behavioral Sciences, 70(1), 1238-1242.
Nation, P., & Meara, P. (2010). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (2nd ed., pp. 34–52). Hodder Education.
Nguyen, N. T. (2014). Learner autonomy in language learning: Teachers' beliefs. Queensland University of Technology.
Nunan, D. (2003). Practical English language teaching. McGraw-Hill Education.
Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS. McGraw-hill Education.
Pham, T. (2021). Employing project work to enhance aspects of learner autonomy for tertiary EFL learners. IJARIIT, 7(1), 386-395.
Rahman, M. S. (2020). The advantages and disadvantages of using qualitative and quantitative approaches and methods in language "testing and assessment" research: A literature review. Journal of Education and Learning, 14(1), 1-13.
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. (2017). Effective teachers–student relationships and students' engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School psychology review, 46(3), 239-261.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford publications.
Saeed, M. A. (2021). Learner autonomy: learners' perceptions on strategies to achieve autonomy in an EFL classroom. International Journal of Linguistics, Literature and Translation, 4(3), 150-158.
Schmitt, N., Nation, P., & Kremmel, B. (2020). Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation. Language Teaching, 53(1), 109-120.
Shevlin, M., & Miles, J. N. (1998). Effects of sample size, model specification and factor loadings on the GFI in confirmatory factor analysis. Personality and Individual Differences, 25(1), 85-90.
Tang, M., Wang, D., & Guerrien, A. (2020). A systematic review and meta‐analysis on basic psychological need satisfaction, motivation, and well‐being in later life: Contributions of self‐determination theory. PsyCh Journal, 9(1), 5-33.
Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J. L., Haerens, L., & Hagger, M. S. (2020). A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts. Motivation Science, 6(4), 438.
Tseng, W. T., Liou, H. J., & Chu, H. C. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88(1), 102190.
Tudor, I. (1993). Teacher roles in the learner-centered classroom. ELT Journal, 47(1), 22-31.
Ullman, J. B., & Bentler, P. M. (2012). Structural equation modeling. In I. B. Weiner (Ed.), Handbook of psychology (2nd ed., Vol. 2, pp. 661–690). John Wiley & Sons.
Vygotsky, L. S. (1987). The collected works of LS Vygotsky: The fundamentals of defectology. Springer Science & Business Media.
Wilkins, D. A. (1972). Linguistics in language teaching. Edward Arnold.
Xu, L. (2015). A study on college English teachers' role in developing learner autonomy. Theory and Practice in Language Studies, 5(2), 435-449.
Yawiloeng, R. (2020). Second language vocabulary learning from viewing video in an EFL classroom. English Language Teaching, 13(7), 127-139.
Yu, R. (2020). On fostering learner autonomy in learning English. Theory and Practice in Language Studies, 10(11), 1414-1419.
Zhu, Y., Wang, Y., Yu, C., Shi, S., Zhang, Y., He, S., & Shi, Y. (2017). ViVo: Video-augmented dictionary for vocabulary learning. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 5568-5579).
Zou, D., & Xie, H. (2021). Vocabulary learning based on learner-generated pictorial annotations: using big data as learning resources. Sustainability, 13(11), 5767.
