More is not always better? Vocabulary learning strategies instruction in online environment

ABSTRACT

Prior studies have reported positive outcomes of technology-enhanced vocabulary learning and recommended self-regulated learning (SRL) as a design principle for the relevant technologies. However, there has not hitherto been any comprehensive study of the combined use of SRL and specific vocabulary-learning strategies in technology-enhanced learning environments. This study addresses this gap by conducting an experiment on the development of an educational website that promotes self-regulated vocabulary learning. Prior to undergoing a six-week training program, 120 participants were randomly assigned to one of three groups based on two vocabulary-learning strategies: (1) a lexical-inference group; (2) a dictionary-use group; or (3) a dictionary-use with lexical-inference group. Comparisons of the gain scores among the three groups revealed that the lexical-inference group demonstrated the best performance in terms of vocabulary retention, while the dictionary-use group excelled in vocabulary knowledge and reading comprehension. Additionally, simultaneous utilization of these strategies may lead to some adverse effects. These findings highlight the importance of vocabulary learners developing a clear understanding of when to employ a specific strategy, honing their ability to effectively transfer between strategies, and enhancing their proficiency in each strategy. By doing so, learners can potentially maximize the benefits derived from their vocabulary learning endeavors.

KEYWORDS:

• Technology
• vocabulary
• learning strategy
• self-regulation
• experimental design

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethical approval

Ethical approval and informed consent were obtained for the study.

Additional information

Funding

This study was funded in part by the Seed Fund for Basic Research at the University of Hong Kong, under the title “Technology and Self-regulated Vocabulary Learning” (Grant number: 201801159011).

Notes on contributors

Chin-Hsi Lin

Chin-Hsi Lin is an associate professor in the Faculty of Education at the University of Hong Kong. He earned his Ph.D. in Language, Literacy, and Technology from the University of California, Irvine in 2012. His research interests revolve around learning processes and outcomes in online language learning, with special attention to self-regulation, interaction, course design, and teacher effects in fully online courses.

Keyi Zhou

Keyi Zhou is a postdoc in the Faculty of Education at the University of Hong Kong. Her research focuses on computer assisted language learning, and teacher professional development.

Fangzhou Jin

Fangzhou Jin is a PhD student in the Faculty of Education at the University of Hong Kong. Her research interests revolve around technology-enhanced language learning, and teacher professional development.

Wai Ming Cheung

Wai Ming Cheung is an associate professor in the Faculty of Education at the University of Hong Kong. Her research interests revolve around creativity, learning study, word acquisition, and reading literacy.