Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
Date
2024-06-03
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
Volume
28
Number/Issue
1
Starting Page
1
Ending Page
27
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Abstract
Students often have difficulties in self-regulating their vocabulary learning in mobile-assisted language learning (MALL). Building on past studies of vocabulary learning, MALL, self-regulation, and personalised learning (PL), we propose a self-regulated, collaborative, personalised vocabulary (SCPV) learning approach in MALL. In this exploratory mixed-methods study, 35 university students learned second language (L2) vocabulary via the SCPV or a self-regulation-only (S) approach. Data were collected through pre- and post-surveys, personalised vocabulary tests, and interviews. The results indicated that the new approach may hold more potential to help learners achieve better productive vocabulary knowledge. Thematic analyses of interviews indicated that the SCPV students enhanced their vocabulary learning; specifically, these students demonstrated a systematic understanding of vocabulary learning processes. Furthermore, specific PL roles (e.g., community sharing of self-regulated vocabulary learning) showed how collaborative PL could aid participants' development of self-regulated learning. Implications include how to conduct self-regulated training in MALL and designing both individual and collaborative tasks that involve PL.
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Keywords
Second Language (L2) Vocabulary Learning, Self-regulation, Personalisation, Mobile-Assisted Language Learning (MALL)
Citation
Ma, Q., & Chiu, M. M. (2024). Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology, 28(1), 1–27.
Extent
27
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