Project Details
Funding Scheme : General Research Fund
Project Number : 18604618
Project Title(English) : A self-regulated and personalised vocabulary learning approach mediated by mobile technologies for university students  
Project Title(Chinese) : 以移動技術為媒介為大學生提供一種自律及個人化的單詞學習方法 
Principal Investigator(English) : Dr Ma, Qing 
Principal Investigator(Chinese) :  
Department : Department of Linguistics and Modern Language Studies
Institution : The Education University of Hong Kong
Co - Investigator(s) :
Dr Chen, Meilin
Dr Lai, Chun
Panel : Humanities, Social Sciences
Subject Area : Education
Exercise Year : 2018 / 19
Fund Approved : 745,980
Project Status : On-going
Completion Date : 31-3-2022
Abstract as per original application
A large proportion of mobile assisted language learning (MALL) takes place outside the classroom and university students frequently report that they are easily distracted by various external factors when using mobile devices for learning purposes. Effective learning of second language (L2) vocabulary hinges on the learners’ ability to self-regulate their learning. However, little research interest has been shown in how students self-regulate when they are left on their own to explore MALL. Personalisation also features in a number of mobile vocabulary learning applications in the form of intelligent design, but these do not necessarily improve learners’ ability to learn vocabulary following a personalised path determined by the learners themselves. Also, many learners do not possess sufficient pedagogical knowledge of how L2 vocabulary should be learned. This proposed research will address these issues by adding two key components, vocabulary pedagogy and enhanced personalisation, to an existing self-regulation model (Zimmerman, 2011). Based on this revised model, a self-regulated and personalised (SRP) vocabulary learning approach is developed and its effectiveness measured where the mobile technologies mediate, the vocabulary pedagogy informs and the personalisation shapes students’ L2 vocabulary learning. This research aims to help students develop a heightened capacity for self-regulation while using mobile technologies and appropriate pedagogical knowledge to learn L2 vocabulary more efficiently and effectively in the long term. This research will adopt a mixed-method design. An experimental design will be adopted to find out to what extent students can learn L2 vocabulary using the SRP approach in a mobile technology-mediated environment via a self-directed intervention for a period of one semester. It will also examine whether the self-directed SRP approach can help students learn L2 vocabulary receptively and productively better than those who adopt their usual learning approach. Personalised vocabulary tests at both receptive and productive levels will be developed for each participant to measure their learning outcome. In addition, a multi-case study will be conducted to provide qualitative evidence to verify whether the self-directed SRP approach can lead to a heightened capacity for self-regulation. The qualitative evidence collected can also be used to triangulate and validate the quantitative findings.
大部分移動技術輔助語言學習(MALL)在課外進行,並且大學生時常宣稱使用移動設備學習時,他們很容易被各種外界因素幹擾。有效的第二語言單詞學習取決於學習者的自律學習能力。然而,鮮少有研究表明學生自己在探索移動輔助語言學習過程中如何自我調節。個性化也在衆多智能設計的單詞學習移動應用上起重要作用,但是這幷不會必然導致學習者在自我學習道路上根據自身情况學習單詞能力的提升。此外,許多學習者也沒有充分掌握二語單詞學習的有效途徑。 此項研究將會通過在已有的自律學習模型(Zimmerman,2011)上增加兩個核心要素,單詞教學和個性化提升,來解决這些問題。在修改的模型上,創立一種自律個性化(SRP)單詞學習方式。它的有效性體現在移動技術在哪方面融合二語單詞學習,單詞教學在哪方面引導二語單詞學習,以及個性化學習在哪方面構建二語單詞學習。本研究旨在幫助學生在使用移動技術和恰當教學知識進行二語單詞學習時,提升自律能力,從而從長遠發展上更加高效地學習二語單詞。 此項研究將采取綜合方法的形式進行研究。將使用一個實驗設計來探究學生可以使用自律個性化方式,在依託移動技術的環境中,在進行為期一學期的自我安排二語單詞學習後測量達到哪種程度。該實驗也會研究使用自我主導的自律個性化學習方式會的學生是否比那些使用常規學習方法的學生在輸入和輸出二語單詞上會取得更大的學習進步。此外,將實施一個多案例研究來提供定性證據,核實是否自我主導的自律個性化方式可以帶來自我管理能力的提升。
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