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The Effects of Self-Regulation on English Vocabulary Learning
Vocabulary learning has been pivotal to second language acquisition in terms of its width and death. Meanwhile, substantial studies documented has positively proven that self-regulated learning (SRL) benefits learners’ academic learning, such as general learning, mathematics, reading and writing. However, a dearth of empirical experiments is conducted to connect self-regulated learning with vocabulary learning in second and foreign language acquisition. Therefore, the aim of the current study attempts to explore how the intervention on self-regulated learning influenced vocabulary acquisition; the major variables include self-efficacy, self-regulatory capacity and vocabulary performance. Two intact classes, involving 82 first graders from a senior high school in Taiwan, participated in the experiment. The first class with 42 students, as the experimental group, received a four-week training on self-regulated learning, based on Zimmerman’s three phased model (1989); the other class with 40 students was treated as the control group. The instruments included questionnaire on self-regulatory capacity in vocabulary learning and vocabulary knowledge test. The tests were administered to both groups before, immediately after and four-week delayed after the intervention. The quantitative analysis was conducted through analysis of variance (ANOVA) and general linear regression to examine the effects of intervention and to indicate the relationships among the variables. Results of this study showed positive effects of self-regulated learning on vocabulary learning. The experimental group demonstrated significant improvement in self-efficacy, self-regulatory capacity and vocabulary performance. Moreover, self-regulatory capacity can predict learners’ vocabulary performance as well as self-efficacy. To conclude, similar to previous research, this study further testified that self-regulated learning can benefit vocabulary learning and offered pedagogical implications that TESL and TEFL teachers can integrate self-regulated learning into daily instruction to facilitate students’ vocabulary acquisition.
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