Exploring the Role of Self-Regulatory Capacity in Vocabulary Learning of Iranian EFL Learners
محورهای موضوعی : Research in English Language Pedagogy
1 - Department of English Language, Sirjan Branch, Islamic Azad University, Sirjan, Iran
کلید واژه: gender, self-regulation strategies, EFL learners, vocabulary learning,
چکیده مقاله :
As the role of vocabulary is very essential in language learners’ ability to convey their intended messages, this study has tried to examine the use of self-regulated learning strategies in vocabulary learning of 100 EFL intermediate level learners studying in language institutes of Neyriz, Iran. Using survey method of research, data were collected by administration of ‘Self-regulating Capacity in Vocabulary Learning’ scale (SRCvoc). The obtained results revealed that the participants were moderate users of self-regulated strategies in their vocabulary learning and considering the subscales, environmental regulation obtained the highest mean, being the most influential one while the least influential subscale was emotional regulation. In addition, males had a higher mean score in use of self-regulatory strategies. The outcome of this study will hopefully lead to teachers’ attempts in providing students with the required domain, instrumental support, and strategy knowledge to operate independently and have a better performance in their vocabulary learning.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34.
Amiryousefi, M., & VahidDastjerdi, H. (2010). Vocabulary: Challenges and debates. English Language Teaching, 3(3), 89-94.
Beheydt, L. (1987). The semantization of vocabulary in foreign language learning. System, 15, 55-67.
Bozpolat, E. (2016). Investigation of the self-regulated learning strategies of students from the faculty of education using ordinal logistic regression analysis. Educational Sciences: Theory & Practice, 16, 301-318.
Dweck, C. S. (2002). Beliefs that make smart people dumb. In R. J. Sternberg (Eds.), Why smart people can be so stupid (pp. 24-41). New Haven, CT: Yale University Press.
Fatemipour, H. R., & Najafgholikhan, M. (2015). The impact of self-regulated strategy development on vocabulary learning among English language learners. Mediterranean Journal of Social Sciences, 6(5), 249-258.
Folse, K. S. (2004). Myths about teaching and learning second language vocabulary: What recent research says. TESL Reporter, 37(2), 1-13.
Gu, Y. & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679.
Hardi, J. (2014). Assessing young learners’ strategic L2 vocabulary learning in the framework of self-regulation. Unpublished doctoral dissertation, University of Szeged: Hungry.
Hargittai, E. & Shafer, S. (2006). Differences in actual and perceived online skills: The role of gender. Social Science Quarterly, 87 (2), 432-448.
Kitsantas, A., Steen, S., & Huie, F. (2009).The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children. International Electronic Journal of Elementary Education, 2(1), 65-81.
Lee, I. S. (2002). Gender differences in self-regulated on-line learning strategies within Korea’s University context. Educational Technology Research and Development, 50 (1), 101-109.
Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics Abstracts, 13(4), 221-246.
Nabavi Ekhlas, N., & Shangarffam, N. (2012). The relationship between determinant factors of self-regulation strategies and main language skills and overall proficiency. Procedia - Social and Behavioral Sciences, 70, 137-147.
Pérez, L. & Alvira, R. (2017). The acquisition of vocabulary through three memory strategies. Colomb. Appl. Linguist. J., 19(1), 103-116.
Perry, N. E., Phillips, L., & Hutchinson, L. R. (2006). Preparing student teachers to support for self-regulated learning. Elementary School Journal, 106, 237-254.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
Randi, J. & Corno, L. (2000). Teacher innovations in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 651-685). San Diego: Academic Press.
Scrivener, J. (1994). Learning teaching. Oxford: Macmillan Heinemann English language teaching.
Sentürk, B. (2016). Self-regulation strategies and vocabulary size of EFL Turkish university students. Journal of Procedia-Social and Behavioral Sciences, 232, 90–97.
Sinclair, L., Rapson, G., & Watson, V. (2004). Effective practice in supporting students to become self-regulated learners. Paper presented at NZARE Conference, Turning the Kaleidoscope, Wellington, New Zealand.
Steffens, K. (2008). Technology enhanced learning environments for self-regulated learning: A framework for research. Special Issue: Self-Regulated Learning in a Digital World, 17 (3), 221-223.
Travers, N. L., & Sheckley, B. G. (2000). Changes in students' self-regulation based on different teaching methodologies. Paper presented at the 40th Association for Institutional Research Forum, Information for the Next 100 Years. Cincinnati, Ohio.
Tseng, W. T., Dornyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400.
Weisberg, H. F., Krosnick, J. A., & Bowen, B. D. (1996). An introduction to survey research, polling, and data analysis (3rd ed.). Newbury Park, CA: Sage.
Young, S., & McSporran, M. (2001). Confident men - successful women: Gender differences in online Learning. In C. Montgomerie & J. Viteli (Eds.), Proceedings of EdMedia 2001 Conference (pp. 2110-2112), Chesapeake, VA: AACE.
Yu-Ling, L. (2005). Teaching vocabulary learning strategies awareness, beliefs, and practices. A survey of Taiwanese EFL Senior high school teachers. Unpublished master’s thesis, University of Essex.
Zarei, A. A., & Hatami, G. (2012). On the relationship between self-regulated learning components and L2 vocabulary knowledge and reading comprehension. Theory and Practice in Language Studies, 2(9), 1939-1944.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41 (2), 64-70.
