Vocabulary Learning Strategies, Self-Regulated Learning, and Learners' Outcomes in primary School Pair Work

Q3 Social Sciences

Studia Paedagogica Pub Date : 2024-04-03 DOI:10.5817/sp2023-3-6

Barbora Al Ajeilat Kousalová

引用次数: 0

Abstract

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.

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小学结对学习中的词汇学习策略、自我调节学习和学习者的成果

本研究调查了十名小学学习者使用的词汇学习策略（VLS）。通过视频记录，本研究采用定性内容分析法，探讨了在结对学习过程中使用的特定 VLS 及其对学习成果的影响。研究问题涉及 VLS 的识别和使用、VLS 使用与词义推断能力之间的关系以及学习者在 VLS 使用中的参与度。研究结果表明，一些策略明显同时出现。此外，学习者的已有知识越广泛，他们在推断词义方面就越成功。这项研究还强调了均衡参与 VLS 的必要性，以优化结对学习的成果。本研究旨在通过有针对性的词汇学习策略练习，为外语课堂中的词汇学习/教学创造新的动力。这种练习旨在促进学生的学习过程，促进他们的自我调节学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.

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