Název: Vocabulary learning strategies, self-regulated learning and learners' outcomes in primary school pair work
Zdrojový dokument: Studia paedagogica. 2023, roč. 28, č. 3, s. [133]-163
Rozsah
[133]-163
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2023-3-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.79682
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This study investigates vocabulary learning strategies (VLS) used among ten primary school learners. Through video recordings, the research explores specific VLS utilized during pair work and their influence on learning outcomes, analyzed with qualitative content analysis. The research questions address the identification and utilization of VLS, the relationship between VLS usage and the ability to infer word meanings, and learner engagement in VLS usage. Findings indicate a notable co-occurrence of some strategies. Moreover, the broader the learners' prior knowledge, the more successful they were with inferring word meanings. The study also emphasizes the need for balanced VLS engagement to optimize outcomes in pair work. This research aims to create new impulses for learning/teaching vocabulary within a foreign language classroom through the targeted practice of vocabulary learning strategies. Such practice aims to facilitate students' learning processes in promoting their self-regulated learning.
eng
Reference
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[23] Juhaňák, L., & Zounek, J. (2016). Analytika učení: nový přístup ke zkoumání učení (nejen) ve virtuálním prostředí. Pedagogická orientace, 26(3), 560-583. https://doi.org/10.5817/PedOr2016-3-560
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[28] Laurier, E., & Philo, Ch. (2009). Natural problems of naturalistic video data. In H. Knoblauch, B. Schnettler, J. Raab, Soeffner, H.-J. (Eds.), Video Analysis: Methodolog y and Methods. Qualitative Audiovisual Data Analysis in Sociolog y (pp. 181-190). Lang.
[29] Long, P., & Siemens, G. (2014). Penetrating the fog: analytics in learning and education. TF63 - Dossier - Learning Analytics 22(3), 132-137. https://doi.org/10.17471/2499-4324/195
[30] Maheswari, U. V. & Sultana, A. S., (2019). VLS model for content words: An experimental study on engineering students in India. GEMA Online Journal of Language Studies, 19(1), 62-76. https://doi.org/10.17576/gema-2019-1901-04
[31] Manzo, A.V., & Manzo, U.C. (1990). Content Area Reading: A Heuristic Approach. Merrill.
[32] Mayring, P. (2015). Qualitative Inhaltsanalyse: Grundlagen und Techniken. Beltz.
[33] McCormick, D. E., & Vercellotti, M. L. (2013). Examining the impact of self-correction notes on grammatical accuracy in speaking. TESOL Quarterly, 47(2), 410-420. https://doi.org/10.1002/tesq.92
[34] Ministerstvo školství, mládeže a tělovýchovy. (2017). Rámcový vzdělávací program pro základní vzdělávání. http://www.nuv.cz/uploads/RVP_ZV_2017.pdf
[35] Nie, Y., & Zhou, L. (2017). A study of vocabulary learning strategies used by excellent English learners. Research on Modern Higher Education, 4, 101-106.
[36] Nunan, D. (1990). Language Teaching and Methodolog y. Prentice Hall.
[37] O'Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9781139524490
[38] Oxford, R.L. (1990). Language Learning Strategies: What Every Teacher Should Know. Heinle & Heinle. https://doi.org/10.5070/L411004984
[39] Oxford, R.L. (2013). Teaching and Researching Language Learning Strategies. Routledge.
[40] Oxford, R.L. (2017). Teaching and Researching Language Learning Strategies: Self Regulation in Context. Routledge.
[41] Ochoa, X. (2017). Multimodal Learning Analytics. In C. Lang, G. Siemens, A. Wise, & D. Gašević (Eds.), Handbook of Learning Analytics (pp. 129-141). Society for Learning Analytics Research.
[42] Plonsky, L. (2011). The effectiveness of second language strategy instruction: a meta analysis. Language Learning. 61(4), 993-1038. https://doi.org/10.1111/j.1467-9922.2011.00663.x
[43] Rahmani, S. (2023). Vocabulary learning beliefs and strategies of Afghan EFL undergraduate learners. Cogent Education, 10(1), 1-22. https://doi.org/10.1080/2331186X.2023.2194227
[44] Redmer, G. (2022). Self-regulation in an advanced language learner: A case study of language learning strategies. Studies in Self-Access Learning Journal, 13(1), 60-76. https://doi.org/10.37237/130104
[45] Roche, J. (2005). Fremdsprachenerwerb - Fremdsprachendidaktik. A. Francke.
[46] Rubin, J., & Thompson, I. (1994). How to be a More Successful Language Learner: Toward Learner Autonomy. Heinle & Heinle.
[47] Schmitt, N. (1997). Vocabulary Learning Strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary Description, Acquisition and Pedagogy (pp. 199-227). Cambridge University Press.
[48] Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge University Press.
[49] Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. Palgrave Macmillan.
[50] Schreier, M. (2014). Qualitative Content Analysis. In U. Flick (Ed.), The SAGE Handbook of Qualitative Data Analysis (pp. 170-183). SAGE.
[51] Schunk, D. H., & Greene, J. A. (2017). Historical, contemporary, and future perspectives on self-regulated learning and performance. In D. H. Schunk & J. A. Greene (Eds.), Handbook of Self-regulation of Learning and Performance (pp. 10-37). Routledge.
[52] Shaw, E. (2015). Der kleine Angsthase. Beltz.
[53] Shum, S. B., & Ferguson, R. (2012). Social learning analytics. Educational Technology & Society, 15(3), 3-26. https://doi.org/10.1145/2330601.2330616
[54] Siemens, G. (2013). Learning Analytics: The Emergence of a Discipline. American Behavioral Scientist, 57(10), 1380-1400. https://doi.org/10.1177/0002764213498851
[55] Silverman, D. (2011): Interpreting Qualitative Data: A Guide to the Principles of Qualitative Research. SAGE.
[56] Soureshjani, K. H. (2011). Gender-oriented use of vocabulary strategies: A comparative study. Theory and Practice in Language Studies, 1(7), 898-902. https://doi.org/10.4304/tpls.1.7.898-902
[57] Stoffer, I. (1995). University Foreign Language Students' Choice of Vocabulary Learning Strategies as Related to Individual Difference Variables. The University of Alabama.
[58] Sukanya, K., & Nutprapha, K. D. (2017). A study of parts of speech used in online student weekly magazine. International Journal of Research - Granthaalayah, 5(4), 43-50. https://doi.org/10.5281/zenodo.569978
[59] Swain, M. (2005). The Output Hypothesis: Theory and Research. In E. Hinkel (Ed.), Handbook on Research in Second Language Teaching and Learning (pp. 471-484). Routledge.
[60] VERBI Software. MAXQDA 2020 [computer software]. (2020). VERBI Software. Available at:<maxqda.com.>.
[61] Vivaldi, R. A., & Allen, M. L. (2021). Beyond literal depiction: Children's flexible understanding of pictures. Journal of Experimental Child Psychology, 210, https://doi.org/10.1016/j.jecp.2021.105208
[62] Vygotsky, L. (2012). Thought and Language: Revised and Expanded Edition. The MIT Press.
[63] Yaacob, A., Shapii, A., Saad Alobaisy, A., Al-Rahmi, W. M., Al-Dheleai, Y. M., Yahaya, N., & Alamri, M. M. (2019). Vocabulary learning strategies through secondary students at Saudi school in Malaysia. SAGE open, 9(1), 11-12. https://doi.org/10.1177/2158244019835935
[2] Alvi, E., & Gillies, R. (2021). Self-Regulated Learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year level. Educational Review, 75(4), 680-702. https://doi.org/10.1080/00131911.2021.1948390
[3] Aravind, B.R., & Rajasekaran, V. (2018). A study on vocabulary learning strategies of research scholars. The International Journal of Research in Teacher Education, 9(2), 16-25. http://ijrte.inased.org/makale/493
[4] Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of Language Teaching and Research, 9(4), 849-855. https://doi.org/10.17507/jltr.0904.24
[5] Chan, M.C.E., Ochoa, X., Clarke, D. (2020). Multimodal learning analytics in a laboratory classroom. In: Virvou, M., Alepis, E., Tsihrintzis, G., Jain, L. (Eds.) Machine learning paradigms. Intelligent Systems Reference Library, 158. Springer. https://doi.org/10.1007/978-3-030-13743-4_8
[6] Common European Framework of Reference for Languages. (2012). https://rm.coe.int/16802fc1bf
[7] Cohen, A. (1990). Language Learning: Insight for Learners, Teachers and Researchers. Heinle & Heinle.
[8] Cohen, A. (2011). Strategies in Learning and Using a Second Language. Pearson.
[9] De Bruin, A., Hoversten, L. J., & Martin, C. D. (2023). Interference between non-native languages during trilingual language production. Journal of Memory and Language, 128, 1-17. https://doi.org/10.1016/j.jml.2022.104386
[10] Dong, A., Jong, M., & King, R.B. (2020). How does prior knowledge influence learning engagement? The mediating roles of cognitive load and help-seeking. Frontiers in Psycholog y, 11, 1-10. http://doi.org/10.3389/fpsyg.2020.591203
[11] Erlina, D., Marzulina, L., Harto, K., Holandyah, M., Wulandari B.A., Fauzan, M., Fridiyanto, F., & Mukminin, A. (2022). English education and large classes: unpacking the challenges and coping strategies. Theory and Practice in Language Studies, 12(3), 489-497. https://doi.org/10.17507/tpls.1203.08
[12] Friederike, J., Rohrmann, L., & Zbranková, M. (2007). Prima A1/díl 1 učebnice. Fraus.
[13] Gairns, R., & Redman, S. (1986). Success in English Teaching. Oxford University Press.
[14] Glaboniat, M. (2005). Profile deutsch: gememeinsamer ëurpäischen Referenzrahmen: Lernzielbestimmungen, Kannbeschreibungen, kommunikative Mittel: Niveau A1-A2, B1-B2, C1-C2. Langenscheidt.
[15] Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679. https://doi.org/10.1111/j.1467-1770.1996.tb01355.x
[16] Hsu, A., & Malkin, F. (2011). Shifting the focus from teaching to learning: rethinking the role of the teacher educator. Contemporary Issues in Education Research, 4(12), 43-50. https://doi.org/10.19030/cier.v4i12.6661
[17] Hubáčková, S. (2015). German noun compounds at seminar lessons. Procedia - Social and Behavioral Sciences, 186, 502-506. https://doi.org/10.1016/j.sbspro.2015.04.033
[18] Hufeisen, B., & Riemer, C. (2010). Spracherwerb und Sprachenlernen. In H.-J. Krumm, C. Fandrych, B., Hufeisen. & C. Riemer (Eds.), Handbücher zur Sprach- und Kommunikationswissenschaft (pp. 738-753). de Gruyter.
[19] Ipek, H. (2009). Comparing and contrasting first and second language acquisition: implications for language teachers. English Language Teaching. 2(2), 155-163. http://doi.org/10.5539/elt.v2n2p155
[20] Iseni, A., & Rexhepi, A. (2023). Prefixes of Germanic origin. Anglisticum Journal, 12(1), 40-48. http://doi.org/10.58885/ijllis.v12i1.40.ai
[21] Janík, T., Minaříková, E., & Najvar, P. (2013). Der Einsatz von Videotechnik in der Lehrerbildung: Eine Übersicht leitender Ansätze. In U. Riegel & K. Macha (Eds.), Videobasierte Kompetenzforschung in den Fachdidaktiken (pp. 63-78). Waxmann.
[22] Jimenez-Catalán, R. M. (2003). Sex Differences in L2 Vocabulary Learning Strategies. International Journal of Applied Linguistics, 13(1), 54-77. http://doi.org/10.1111/1473-4192.00037
[23] Juhaňák, L., & Zounek, J. (2016). Analytika učení: nový přístup ke zkoumání učení (nejen) ve virtuálním prostředí. Pedagogická orientace, 26(3), 560-583. https://doi.org/10.5817/PedOr2016-3-560
[24] Kaderka, P. & Svobodová, Z. (2006). Jak přepisovat audiovizuální záznam rozhovoru? Manuál pro přepisovatele televizních diskuzních pořadů. In Jazykovědné aktuality 3-4, 18-51.
[25] Kaplan-Rakowski, R. (2019). The effect of stereoscopic three-dimensional images on vocabulary learning. Contemporary Educational Technolog y, 10(4), 324-337. https://doi.org/10.30935/cet.634172
[26] Karabenick, S. A. & Berger, J. (2013). Help seeking as a self-regulated learning strategy. In H. Bembenutty, T. J. Cleary & A. Kitsantas (Eds.), Applications of Self-regulated Learning Across Diverse Disciplines. A tribute to Barry J. Zimmerman (pp. 237-261). IAP.
[27] Kuckartz, U. (2018). Qualitative Inhaltsanalyse: Methoden, Praxis, Computerunterstützung. Beltz Juventa.
[28] Laurier, E., & Philo, Ch. (2009). Natural problems of naturalistic video data. In H. Knoblauch, B. Schnettler, J. Raab, Soeffner, H.-J. (Eds.), Video Analysis: Methodolog y and Methods. Qualitative Audiovisual Data Analysis in Sociolog y (pp. 181-190). Lang.
[29] Long, P., & Siemens, G. (2014). Penetrating the fog: analytics in learning and education. TF63 - Dossier - Learning Analytics 22(3), 132-137. https://doi.org/10.17471/2499-4324/195
[30] Maheswari, U. V. & Sultana, A. S., (2019). VLS model for content words: An experimental study on engineering students in India. GEMA Online Journal of Language Studies, 19(1), 62-76. https://doi.org/10.17576/gema-2019-1901-04
[31] Manzo, A.V., & Manzo, U.C. (1990). Content Area Reading: A Heuristic Approach. Merrill.
[32] Mayring, P. (2015). Qualitative Inhaltsanalyse: Grundlagen und Techniken. Beltz.
[33] McCormick, D. E., & Vercellotti, M. L. (2013). Examining the impact of self-correction notes on grammatical accuracy in speaking. TESOL Quarterly, 47(2), 410-420. https://doi.org/10.1002/tesq.92
[34] Ministerstvo školství, mládeže a tělovýchovy. (2017). Rámcový vzdělávací program pro základní vzdělávání. http://www.nuv.cz/uploads/RVP_ZV_2017.pdf
[35] Nie, Y., & Zhou, L. (2017). A study of vocabulary learning strategies used by excellent English learners. Research on Modern Higher Education, 4, 101-106.
[36] Nunan, D. (1990). Language Teaching and Methodolog y. Prentice Hall.
[37] O'Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9781139524490
[38] Oxford, R.L. (1990). Language Learning Strategies: What Every Teacher Should Know. Heinle & Heinle. https://doi.org/10.5070/L411004984
[39] Oxford, R.L. (2013). Teaching and Researching Language Learning Strategies. Routledge.
[40] Oxford, R.L. (2017). Teaching and Researching Language Learning Strategies: Self Regulation in Context. Routledge.
[41] Ochoa, X. (2017). Multimodal Learning Analytics. In C. Lang, G. Siemens, A. Wise, & D. Gašević (Eds.), Handbook of Learning Analytics (pp. 129-141). Society for Learning Analytics Research.
[42] Plonsky, L. (2011). The effectiveness of second language strategy instruction: a meta analysis. Language Learning. 61(4), 993-1038. https://doi.org/10.1111/j.1467-9922.2011.00663.x
[43] Rahmani, S. (2023). Vocabulary learning beliefs and strategies of Afghan EFL undergraduate learners. Cogent Education, 10(1), 1-22. https://doi.org/10.1080/2331186X.2023.2194227
[44] Redmer, G. (2022). Self-regulation in an advanced language learner: A case study of language learning strategies. Studies in Self-Access Learning Journal, 13(1), 60-76. https://doi.org/10.37237/130104
[45] Roche, J. (2005). Fremdsprachenerwerb - Fremdsprachendidaktik. A. Francke.
[46] Rubin, J., & Thompson, I. (1994). How to be a More Successful Language Learner: Toward Learner Autonomy. Heinle & Heinle.
[47] Schmitt, N. (1997). Vocabulary Learning Strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary Description, Acquisition and Pedagogy (pp. 199-227). Cambridge University Press.
[48] Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge University Press.
[49] Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. Palgrave Macmillan.
[50] Schreier, M. (2014). Qualitative Content Analysis. In U. Flick (Ed.), The SAGE Handbook of Qualitative Data Analysis (pp. 170-183). SAGE.
[51] Schunk, D. H., & Greene, J. A. (2017). Historical, contemporary, and future perspectives on self-regulated learning and performance. In D. H. Schunk & J. A. Greene (Eds.), Handbook of Self-regulation of Learning and Performance (pp. 10-37). Routledge.
[52] Shaw, E. (2015). Der kleine Angsthase. Beltz.
[53] Shum, S. B., & Ferguson, R. (2012). Social learning analytics. Educational Technology & Society, 15(3), 3-26. https://doi.org/10.1145/2330601.2330616
[54] Siemens, G. (2013). Learning Analytics: The Emergence of a Discipline. American Behavioral Scientist, 57(10), 1380-1400. https://doi.org/10.1177/0002764213498851
[55] Silverman, D. (2011): Interpreting Qualitative Data: A Guide to the Principles of Qualitative Research. SAGE.
[56] Soureshjani, K. H. (2011). Gender-oriented use of vocabulary strategies: A comparative study. Theory and Practice in Language Studies, 1(7), 898-902. https://doi.org/10.4304/tpls.1.7.898-902
[57] Stoffer, I. (1995). University Foreign Language Students' Choice of Vocabulary Learning Strategies as Related to Individual Difference Variables. The University of Alabama.
[58] Sukanya, K., & Nutprapha, K. D. (2017). A study of parts of speech used in online student weekly magazine. International Journal of Research - Granthaalayah, 5(4), 43-50. https://doi.org/10.5281/zenodo.569978
[59] Swain, M. (2005). The Output Hypothesis: Theory and Research. In E. Hinkel (Ed.), Handbook on Research in Second Language Teaching and Learning (pp. 471-484). Routledge.
[60] VERBI Software. MAXQDA 2020 [computer software]. (2020). VERBI Software. Available at:<maxqda.com.>.
[61] Vivaldi, R. A., & Allen, M. L. (2021). Beyond literal depiction: Children's flexible understanding of pictures. Journal of Experimental Child Psychology, 210, https://doi.org/10.1016/j.jecp.2021.105208
[62] Vygotsky, L. (2012). Thought and Language: Revised and Expanded Edition. The MIT Press.
[63] Yaacob, A., Shapii, A., Saad Alobaisy, A., Al-Rahmi, W. M., Al-Dheleai, Y. M., Yahaya, N., & Alamri, M. M. (2019). Vocabulary learning strategies through secondary students at Saudi school in Malaysia. SAGE open, 9(1), 11-12. https://doi.org/10.1177/2158244019835935