Developing outside-class, self-regulated vocabulary learning from secondary-school teachers’ viewpoints Cognitive, motivational and pedagogical interrelations and effects

Main Article Content

Szabina Ádámku

Abstract

Self-regulated learning, that is, controlled outside-class learning processes, has been gaining more and more ground with today’s information and technology development. It is especially true in the field of English language acquisition, within which vocabulary learning is one of the most important aspects. As self-regulated learning (SRL) can be developed (Lewis & Vialleton, 2011), pedagogy plays an essential role in the promotion of students’ outside-class learning processes, the success of which may be influenced by effective strategy use. This strategy use can be promoted by teachers. The present quantitative questionnaire study inquired about the in-class developmental processes of self-regulated vocabulary learning (SRVL) and its underlying factors, such as perceived opportunities and feasibility, as well as self-efficacy and motivation for developing SRVL, among Hungarian secondary-school English teachers (N = 86). The results show the teachers’ positive attitude towards the development of SRVL but indicate lower averages regarding the actual developmental mechanisms. However, teachers who develop SRVL proved to apply all scrutinized mechanisms; they develop both self-regulated learning strategy use and vocabulary note-taking processes, moreover, they equally track these activities of their learners. Several connections and effects were significant between the development of SRVL and its underlying factors, which proves the importance of teachers’ perceptions, self-efficacy beliefs and motivation in their development and promotion of SRVL. Although the sample size and the self-selective participation in the study does not allow for generalization to the population, the results carry certain implications in the topic, regarding, for instance, educational activities and teacher training; furthermore, they can serve as directions for further investigation.

Downloads

Download data is not yet available.

Article Details

How to Cite
Ádámku, S. (2023). Developing outside-class, self-regulated vocabulary learning from secondary-school teachers’ viewpoints: Cognitive, motivational and pedagogical interrelations and effects. Iskolakultúra, 33(5), 46–62. Retrieved from https://iskolakultura.hu/index.php/iskolakultura/article/view/44377
Section
Szemle

References

Ádámku, Sz. (2021). Az önszabályozó szótanulásra irányuló pedagógiai törekvések a veszélyhelyzeti távolléti oktatásban: Egy kérdőív érvényesítése. In: Gráczi, T. E., & Ludányi, Zs. (szerk.), Doktoranduszok tanulmányai az alkalmazott nyelvészet köréből 2021. Nyelvtudományi Kutatóközpont. 24-46. https://doi.org/10.18135/Alknyelvdok.2021.15.2

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122

Benson P. (2013). Learner autonomy. TESOL Quarterly, 47(4), 839-743. https://doi.org/10.1002/tesq.134

Carter, R. A., Rice, M., Yang, S. Y., & Jackson, A. (2020). Self-regulated learning in online learning environments: Strategies for remote learning. Information and Learning Sciences, 121(5/6), 321-329. https://doi.org/10.1108/ILS-04-2020-0114

Csizér, K. (2012). A második nyelvi motivációs énrendszer, az önszabályozó tanulás és az énhatékonysági képzetek szerepe a nyelvtanulási motivációban: Egy kérdőíves vizsgálat angol szakos egyetemisták körében. Iskolakultúra, 22(11), 24-33.

Csizér, K. (2020). Az angoltanárok motivációja: Egy feltáró kutatás eredményei. Akadémiai doktori értekezés. ELTE BTK Angol-Amerikai Intézet, Angol Alkalmazott Nyelvészeti Tanszék, Budapest.

D. Molnár, É. (2014). Az önszabályozott tanulás pedagógiai jelentősége. In: Tanulmányok a neveléstudomány köréből, 2013: Tanulás és környezete. MTA Pedagógiai Tudományos Bizottság. 29-54.

Dávid, M., Taskó, T. Héjja-Nagy, K., Mester, D., Dorner, L., & Estefánné, V. M. (2015). Az önszabályozó tanulás fejlettségének összefüggései a tanulási eredményességgel és az IKT-használat gyakoriságával. Magyar Pedagógiai Szemle, 71(1/10), 197-225. https://doi.org/10.1556/0016.2016.71.1.10

Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Chad D. Ellett. (2007). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24, 751-766. https://doi.org/10.1016/j.tate.2007.02.010

Dóczi, B. & Kormos, J. (2016). Longitudinal developments in vocabulary knowledge and lexical organization. Oxford University Press.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135. https://doi.org/10.1017/S026144480001315X

Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press.

Dörnyei Z. (2014). Motivation in second language learning. In Celce-Murcia M., Brinton D.M., & Snow M.A. (szerk.), Teaching English as a second or foreign language (4. kiadás). National Geographic Learning / Cengage Learning. 518–531.

Dörnyei, Z. & Csizér, K. (2012). How to design and analyse surveys in second language acquisition research. In A. Mackey & S. M. Gass (szerk.), Research methods in second language acquisition: A practical guide. Blackwell Publishing Ltd. 74-94.

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2. kiadás). Pearson Education Limited.

Fekete, I. (2020). A magyar közoktatásban tanító pedagógusok tapasztalatai a digitális munkarendű oktatásról IKT tudászintjük tükrében: Egy kevert módszertanú kutatás eredményei a Covid-19 idején. Magyar Pedagógia, 120(4), 299-325. https://doi.org/10.17670/MPed.2020.4.299

Folse, K. (2011). Applying L2 lexical research findings in ESL teaching. TESOL Quarterly, 45(2), 362-369. https://doi.org/10.5054/tq.2010.254529

Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-ROYAL, 1(2), 84-91.

Hajdu, T., Hermann, Z., Horn, D., Hőnich, H., & Varga, J. (2022). A közoktatás indikátorrendszere 2021. Eötvös Loránd Kutatási Hivatal, Közgazdaság-tudományi Intézet. https://kti.krtk.hu/wp-content/uploads/2022/02/A_kozoktatas_indikatorrendszere_2021.pdf Utolsó letöltés: 2023. 01. 05.

Joo, Y-T., Bong, M., & Choi, H-T. (2000). Self-Efficacy for Self-Regulated Learning, Academic Self-Efficacy, and Internet Self-Efficacy in Web-Based Instruction. Educational Technology Research and Development, 48(2), 5-17. https://doi.org/10.1007/BF02313398

Kormos, J. & Csizér, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behaviour in different learner groups. TESOL Quarterly, 48(2), 275-299. https://doi.org/10.1002/tesq.129

Kojic-Sabo, I., & Lightbown, P. (1999). Students' approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83(2), 176-192. https://doi.org/10.1111/0026-7902.00014

Lewis, T., & Vialleton, E. (2011). The notions of control and consciousness in learner autonomy and self-regulated learning: A comparison and critique. Innovation in Language Learning and Teaching, 5(2), 205-219. https://doi.org/10.1080/17501229.2011.577535

Mizumoto, A. (2013). Effects of self-regulated vocabulary learning process on self-efficacy- Innovation in Language Learning and Teaching, 7(3), 253-265. https://doi.org/10.1080/17501229.2013.836206

Mizumoto, A., & Takeuchi, O. (2012). Adaptation and validation of self-regulating capacity in vocabulary learning scale. Applied Linguistics, 33(1), 83-91. https://doi.org/10.1093/applin/amr044

Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491

Nagy, Z., & D. Molnár, É. (2017). Tanulást hátráltató, nem hatékony stratégiák és korrigálási lehetőségeik. Magyar Pedagógia, 117(4), 347-363. https://doi.org/10.17670/MPed.2017.4.347

Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Cengage Learning.

Öveges, E. & Csizér, K. (szerk.), (2018). Vizsgálat a köznevelésben folyó idegennyelv-oktatás kereteiről és hatékonyságáról: Kutatási jelentés. Oktatási Hivatal. https://www.oktatas.hu/pub_bin/dload/sajtoszoba/nyelvoktatas_kutatasi_jelentes_2018.pdf Utolsó letöltés: 2023. 01. 05.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.

Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2. kiadás). Routledge.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020

Sanaoui, R. (1995). Adult learners' approaches to learning vocabulary in second languages. The Modern Language Journal, 79(1), 15-28. https://doi.org/10.1111/j.1540-4781.1995.tb05410.x

Schmitt, N. & Schmitt. D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. ELT Journal, 49(2), 133-143. https://doi.org/10.1093/elt/49.2.133

Tseng, W-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102. https://doi.org/10.1093/applin/ami046

Tseng, W-T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400.

https://doi.org/10.1111/j.1467-9922.2008.00444.x

Walters, J., & Bozkurt, N. (2009. The effect of keeping vocabulary notebooks on vocabulary acquisition. Language Teaching Research, 13(4), 403-423. https://doi.org/10.1177/1362168809341509

Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.

Young, M. L. (2005). The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning. Journal of Marketing Education, 27(1), 25-40. https://doi.org/10.1177/0273475304273346

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909