Development of self-regulated vocabulary learning strategy instructional module: From theory to practice

• Main Authors: Ma Ping, A., Siraj, Saedah
• Format: Conference or Workshop Item
• Language: English
• Published: 2011
• Subjects: LB Theory and practice of education
• Online Access: http://eprints.um.edu.my/13577/1/0001.pdf; http://eprints.um.edu.my/13577/

This study applied Self-Regulated Learning (SRL) as a framework to develop a strategy instructional module for Chinese EFL learners at pre-university level in Malaysia with an aim to explore the potentials of SRL to enhance learners' strategy use, motivational beliefs (i.e., self-efficacy) and performance in vocabulary learning. With a focus on three quality criteria (i.e., validity, practicality, and effectiveness), a developmental research approach was conducted in three phases, i.e., needs analysis, design and development, implementation and evaluation of the module. The findings presented here focus on a classroom trial of the module with 10 Chinese EFL learners to examine the practicality and Potential impact of the module on students' learning. Overall, students gave positive feedback to the usefulness and interest of the most instructional activities, and the initial effectiveness of the instruction was evident in enhanced strategy use awareness, self-efficacy and performance in vocabulary learning. Moreover, a variety of individual responses indicated the importance of being aware of both personal and environmental factors for developing strategy instruction. The findings of the study provide support that SRL has potentials to enrich learning strategy instruction in language learning curriculum.