Self-regulated learning of vocabulary in English as a Foreign Language
Choi, Y; Zhang, D; Lin, C-H; et al.Zhang, Y
Date: 3 January 2018
Journal
Asian EFL Journal Quarterly
Publisher
English Language Education Publishing
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Abstract
Within the framework of self-regulated learning, this study examined how motivational factors
(extrinsic and intrinsic motivations) and use of learning strategies work in tandem in influencing
L2 vocabulary knowledge among 230 Korean high-school students in Korea learning English as a
Foreign Language (EFL). Structural Equation ...
Within the framework of self-regulated learning, this study examined how motivational factors
(extrinsic and intrinsic motivations) and use of learning strategies work in tandem in influencing
L2 vocabulary knowledge among 230 Korean high-school students in Korea learning English as a
Foreign Language (EFL). Structural Equation Modeling (SEM) analysis revealed that motivation
had a significantly positive indirect effect on EFL vocabulary knowledge through the mediation
of vocabulary learning strategies. Intrinsic and extrinsic motivations were positively correlated,
and both were positively associated with vocabulary learning strategies as well as vocabulary
knowledge. Separate SEM analyses further showed a similar pattern of an indirect effect of these
two types of motivation on vocabulary knowledge via the influence of the use of learning strategies.
Results are discussed in light of the importance of both intrinsic and extrinsic motivations in highschool
students’ English learning in the foreign language context in Korea.
School of Education
Faculty of Humanities, Arts and Social Sciences
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