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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00134808" target="_blank" >RIV/00216224:14410/23:00134808 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.phil.muni.cz/studia-paedagogica" target="_blank" >https://journals.phil.muni.cz/studia-paedagogica</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/SP2023-3-6" target="_blank" >10.5817/SP2023-3-6</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Studia Paedagogica

ISSN

1803-7437

e-ISSN

—

Svazek periodika

2023

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

31

Strana od-do

133-163

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85189951299