Self-Regulated Vocabulary Learning: The Role of Motivation and Learning Strategy

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-16 - Exploring Classroom Discourse, Vocabulary, and Academic Language Use in Second Language Learning

Abstract

Using the technique of structural equation modeling (SEM), this study aims to investigate how motivational beliefs and vocabulary learning strategies work in tandem in influencing L2 English vocabulary knowledge, within the framework of self-regulated learning. Korean English-as-a-foreign-language students (N=247) participated in this study and completed a questionnaire addressing their motivation in vocabulary learning (extrinsic and intrinsic), English vocabulary learning strategy (metacognitive and cognitive), and English vocabulary knowledge (size and depth). The results of SEM analysis showed that both intrinsic and extrinsic motivation significantly predict English vocabulary knowledge. Moreover, students’ vocabulary learning strategy served as a mediator in the relationship between motivation and vocabulary knowledge. The findings were discussed in terms of teaching implications in the EFL context.

Authors

• Yunjeong Choi, Michigan State University

• Dongbo Zhang, Michigan State University

• Chin-Hsi Lin, Michigan State University

• Yining Zhang, Michigan State University