Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge

Abstract

Technology-enhanced vocabulary learning has gained increasing attention, yet its effectiveness remains inconclusive, with studies reporting mixed findings. Additionally, whether integrating self-regulated learning mechanism (SLM) into such type of learning can further enhance its effectiveness remains underexplored. This study examines the impact of two approaches, digital flashcards (DF) and video enhancement (VE), with and without SLM on vocabulary learning. It also investigates how pre-existing vocabulary knowledge (PVK) and self-regulation moderate these effects. Conducted with 132 junior high Chinese EFL learners over six weeks, pre- and post-tests measured written and aural form recognition and meaning recall across four experimental conditions and a control group. Results indicated that all interventions significantly improved vocabulary learning, with VE outperforming DF. The SLM was effective for supporting form recognition, particularly in VE, but its effectiveness diminished for the more demanding task of meaning recall. Self-regulation did not moderate learning outcomes, but PVK did for meaning recall within DF. Higher PVK learners benefited more from additional SLM, as it allowed them to integrate prior knowledge, whereas learners with limited PVK preferred DF alone. These findings highlight the need to align technology-enhanced vocabulary learning with task complexity and individual differences, offering practical insights for more adaptive instructional design.