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Exploring Self-Regulatory Strategies For Vocabulary Learning Among Chinese ESL Learners
PROCEEDINGS

, , Faculty of Education, University of Malaya, Malaysia ; , University of Malaya, Malaysia ; , Faculty of Education, University of Malaya, Malaysia

Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Vocabulary learning strategies are critical in preparing independent word learners. Based on the self-regulated learning theory from social cognitive learning perspective, this study attempts to investigate the use of self-regulated learning strategies (i.e., cognitive strategies and metacognitive strategies) as well as motivational beliefs (i.e., attitude, self-efficacy and interest) for vocabulary learning among a group of Chinese EFL learners in Malaysian educational context. The findings indicate that cognitive deep processing strategies (i.e., word structure) and metacognitive strategies (i.e., goal setting and planning; self-evaluation) are rarely applied by the learners; besides, learners’ low self-efficacy and motivation might be due to the lack of knowledge of strategies, which in turn affect the learners’ strategy performance. The study suggests that there is a pressing need to enhance learners’ self-regulation in vocabulary learning through strategy instruction which emphasizes both cognitive and metacognitive and motivational aspects of learning.

Citation

Ma ping, A., Siraj, S., Asra, A. & Hussin, Z. (2011). Exploring Self-Regulatory Strategies For Vocabulary Learning Among Chinese ESL Learners. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1005-1011). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved February 27, 2021 from .

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