English vocabulary learning using a mobile app with a self-regulated learning mechanism

Note: While the results are promising, it’s important to realise here that the ultimate goal of providing and using such tools for self-regulated learning is not the proximal/short-term effects (what Gabi Solomon called ‘effects with’ a tool) but rather the distal/long-term effects (what Solomon called ‘effects of’ a tool). In other words, while the results are impressive, can the users continue to self-regulate when no tool or app is available? Maybe this is a good follow-up study. ūüôā

Best Evidence in Brief Index

Technology-supported learning tools have become more popular in recent years. An article recently published in Computer Assisted Language Learning examines whether a mobile app for vocabulary learning with a self-regulated learning (SRL) mechanism can help students with vocabulary learning, as well as with improving their self-regulated learning abilities.

Forty-six fifth graders from an elementary school in Taiwan participated in the study. They were all students with English as a foreign language. Twenty-one of the students were randomly assigned to the experimental group, while 25 were designated as the control group. Experimental group students received a vocabulary learning app with a self-regulated learning mechanism containing five components, namely an SRL setting module, an English vocabulary learning module, a quiz module, a note module, and a goal-reminder module. Students could set self-regulating goals, acquire vocabulary data and pronunciation files, take notes, take quizzes, and check their goals. Control group students also received a mobile…

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