The Impact of Self-Regulated Strategy Development on Vocabulary Learning among English Language Learners

Hamidreza Fatemipour, Mona Najafgholikhan
2015 Mediterranean Journal of Social Sciences  
The purpose of the study was to determine the impact of self-regulated strategy development (SRSD) on vocabulary learning of students' English as a foreign language (EFL), and find the relationship between male and female participants with regard to the effect of SRSD on their vocabulary learning. To achieve this goal, 60 homogeneous intermediate EFL learners (30 male and 30 female) were randomly assigned to two groups of 30, a control group who received the mainstream instruction for
more » ... ction for intermediate learners and an experimental group who received additional training using self-regulated strategy development in their vocabulary instruction. The treatment consisted of five vocabulary learning strategies (using a monolingual dictionary, using new words in sentences, guessing meaning from the context, word part analysis and repetition) which were reinforced through five steps of SRSD, i.e., discuss it, model it, make it your own, support it and independent performance. A quasiexperimental design was adopted to collect the data. The results indicated that self-regulated strategy development can have a significantly positive impact on the vocabulary learning of Iranian intermediate EFL learners and this impact does not differ among male and female EFL learners. Based on the findings of the study, it was suggested that self-regulated strategy development is used in English language classes in order to teach vocabulary. Further educational implications of the study have been elaborated in the paper. 250 that students are involved in are not fixed and change based on the particular traits that students have. For instance, one thing which is taken into consideration in self-regulation classes is focusing on how learners actively manage their feeling and motivation to learn. Learners can develop their self-regulation through practice (Duckworth, Akerman, MacGregor, Salter, & Varhaus, 2009 ). What is Self-Regulated Strategy Development? Self-Regulated Strategy Development (SRSD) is a flexible instructional model that helps students explicitly learn how to plan, draft, and revise strategies that are utilized by skillful language learners . SRSD is an approach an extra component that is self-regulation to strategy instruction. It motivates the learners to monitor, evaluate and modify their language production which in turn strengthens self-regulation skills and autonomous learning. Graham and Harris (2005) depict a process to SRSD instruction which contains five steps. By following the instructional sequence described below, teachers can help their students learn the strategy and use it automatically.
doi:10.5901/mjss.2015.v6n5s2p249 fatcat:xicq7lctnjdfjm6tal3yaneixm