Vocabulary learning strategies, self-regulated learning and learners' outcomes in elementary school pair work

Varování

Publikace nespadá pod Filozofickou fakultu, ale pod Pedagogickou fakultu. Oficiální stránka publikace je na webu muni.cz.
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AL AJEILAT KOUSALOVÁ Barbora

Rok publikování 2023
Druh Článek v odborném periodiku
Časopis / Zdroj Studia Paedagogica
Fakulta / Pracoviště MU

Pedagogická fakulta

Citace
www https://journals.phil.muni.cz/studia-paedagogica
Doi http://dx.doi.org/10.5817/SP2023-3-6
Klíčová slova vocabulary learning; pair work; strategies; foreign language; self-regulated learning; elementary school
Popis This study investigates vocabulary learning strategies (VLS) used among ten elementary 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.
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