Vocabulary Acquisition through Self-Regulated Learning on Speaking and Writing Development
Despite the crucial role of vocabulary in foreign language acquisition, little is known about its influence on speaking and writing development from self-regulated learning concept. Thus, by employing a path analysis, this study examines the influence of vocabulary acquisition through self-regulated learning on beginner (N = 215) and intermediate (N = 195) students’ speaking and writing development at Walailak University, Thailand. The findings suggest significant paths from vocabulary acquisition to students’ speaking and writing development, but noting the influence of proficiency level. These findings contribute to the development of research in vocabulary acquisition and self-regulated learning with regards to speaking and writing development.
 Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual review of psychology, 64, 417-444.
 Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and stu-dents. Learning and Instruction, 7(2), 161-186. doi.org/10.1016/s0959-4752(96)00015-1
 Choi, Y., Zhang, D., Lin, C. H., & Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a Foreign Language. The Asian EFL Journal Quarterly, 20(1), 52-82.
 De la Fuente, M. J. (2006). Classroom L2 vocabulary acquisition: Inves-tigating the role of pedagogical tasks and form-focused instruc-tion. Language Teaching Research, 10(3), 263-295. doi.org/10.1191/1362168806lr196oa
 DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228-236. doi.org/10.1016/j.lindif.2015.11.010
 Dobbs, C. L., & Kearns, D. (2016). Using new vocabulary in writing: Ex-ploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary. Reading and Writing, 29(9), 1817-1843.
 Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language learning, 40(1), 45-78. doi.org/10.1111/j.1467-1770.1990.tb00954.x
 Dörrenbächer, L., & Perels, F. (2016). Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learn-ing. Learning and Individual Differences, 51, 229-241. doi.org/10.1016/j.lindif.2016.09.015
 Duckworth, K., Akerman, R., MacGregor, A., Salter, E., & Vorhaus, J. (2009). Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33].
 Farvardin, M. T., & Valipouri, L. (2017). Probing the relationship be-tween vocabulary knowledge and listening comprehension of Iranian lower-intermediate EFL learners. International Journal of Applied Lin-guistics and English Literature, 6(5), 273-278. doi.org/10.7575/aiac.ijalel.v.6n.5p.273
 Fukuda, A. (2018). Examining the relationship between self-regulated learning and EFL learners' proficiency. Intercultural Communication Review, 16, 17-31.
 Hamedani, S. H. H. (2013). The relationship between self-efficacy and self-regulation in vocabulary acquisition of Iranian EFL learners. Journal of Academic and Applied Studies, 3(1), 20-31.
 Harkio, N., & Pietilä, P. (2016). The role of vocabulary breadth and depth in reading comprehension: A quantitative study of finish EFL learn-ers. Journal of Language Teaching and Research, 7(6), 1079-1088. doi.org/10.17507/jltr.0706.03
 Iwashita, N. (2005). An investigation of lexical profiles in performance on EAP speaking tasks. Spaan Fellow Working Papers in Second or For-eign Language Assessment Volume, 3,101.
 Jackson, D. L., Gillaspy Jr, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: an overview and some rec-ommendations. Psychological Methods, 14(1), 6. doi.org/10.1037/a0014694
 Jordan, R. R. (1997). English for academic purposes: A guide and re-source book for teachers. Cambridge: Cambridge University Press.
 Karakoç, D., & Köse, G. D. (2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies, 13(1), 352-378.
 Khan, R. M. I., Radzuan, N. R. M., Shahbaz, M., Ibrahim, A. H., & Mustafa, G. (2018). The Role of vocabulary knowledge in speaking development of Saudi EFL Learners. doi.org/10.24093/awej/vol9no1.28
 Khodarahmi, E., & Zarrinabadi, N. (2016). Self-regulation and academic optimism in a sample of Iranian language learners: Variations across achievement group and gender. Current Psychology, 35(4),700-710. doi.org/10.1007/s12144-015-9340-z
 Kim, S. Y., & Ryoo, Y. S. (2009). Korean college students’ vocabulary pro-files as predictors of English reading and writing proficien-cy. Multimedia Assisted Language Learning, 12(3), 93-115.
 Koizumi, R. (2005). Predicting speaking ability from vocabulary knowledge. JLTA Journal, 7, 1-20.
 Koizumi, R., & In'nami, Y. (2013). Vocabulary knowledge and speaking proficiency among second language learners from novice to intermedi-ate levels. Journal of Language Teaching & Research, 4(5). doi.org/10.4304/jltr.4.5.900-913
 Kormos, J., & Csizer, K. (2014). The interaction of motivation, self‐regulatory strategies, and autonomous learning behavior in different learner groups. Tesol Quarterly, 48(2), 275-299. doi.org/10.1002/tesq.129
 Lee, S. H. (2003). ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction. System, 31(4), 537-561. doi.org/10.1016/j.system.2003.02.004
 Lindner, R. W., & Harris, B. (1992). Self-regulated learning and academic achievement in college students.
 McDonald, R. P., & Ho, M. H. R. (2002). Principles and practice in report-ing structural equation analyses. Psychological Methods, 7(1), 64. doi.org/10.1037//1082-989x.7.1.64
 Milton, J. (2013). Measuring the contribution of vocabulary knowledge to proficiency in the four skills. C. Bardel, C. Lindqvist, & B. Laufer (Eds.). 2, 57-78.
 Mizumoto, A. (2013a). Enhancing self-efficacy in vocabulary learning: A self-regulated learning approach. Vocabulary Learning and Instruc-tion, 2(1), 15-24.
 Mizumoto, A. (2013b). Effects of self-regulated vocabulary learning process on self-efficacy. Innovation in Language Learning and Teach-ing, 7(3), 253-265. doi.org/10.1080/17501229.2013.836206
 Mizumoto, A., & Takeuchi, O. (2011). Adaptation and validation of self-regulating capacity in vocabulary learning scale. Applied Linguis-tics, 33(1), 83-91. doi.org/10.1093/applin/amr044
 Mizumoto, A., & Takeuchi, O. (2009). Examining the effectiveness of ex-plicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research, 13(4), 425-449. doi.org/10.1177/1362168809341511
 Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and suc-cess. The Modern Language Journal, 90(3), 387-401. doi.org/10.1111/j.1540-4781.2006.00431.x
 Olinghouse, N. G., & Wilson, J. (2013). The relationship between vocabu-lary and writing quality in three genres. Reading and Writing, 26(1), 45-65. doi.org/10.1007/s11145-012-9392-5
 Ping, A. M., Baranovich, D. L., Manueli, M. K., & Siraj, S. (2015). Promoting self-regulation in vocabulary learning among Chinese EFL learners: A needs analysis. The Asia-Pacific Education Researcher, 24(1), 137-146. doi.org/10.1007/s40299-013-0166-x
 Schmitt, N. (2008). Instructed second language vocabulary learn-ing. Language Teaching Research, 12(3), 329-363. doi.org/10.1177/1362168808089921
 Seffar, S. (2011). The Effect of Vocabulary Knowledge on EFL Oral Competence. IOSR Journal of Research & Method in Education, 5(6), 08-13.
 Shi, L., & Qian, D. (2012). How does vocabulary knowledge affect Chi-nese EFL learners’ writing quality in web-based settings? Evaluating the relationships among three dimensions of vocabulary knowledge and writing quality. Chinese Journal of Applied Linguistics, (1), 117-127. doi.org/10.1515/cjal-2012-0009
 Siyanova-Chanturia, A., & Webb, S. (2016). Teaching vocabulary in the EFL context, In English Language Teaching Today (pp. 227-239). Springer, Cham. doi.org/10.1007/978-3-319-38834-2_16
 Sökmen, A. J. (1997). Current trends in teaching second language vocab-ulary. Readings in Methodology, 152.
 Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to as-sessing strategic learning: The case of self-regulation in vocabulary ac-quisition. Applied Linguistics, 27(1), 78-102. doi.org/10.1093/applin/ami046
 Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocab-ulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400. doi.org/10.1111/j.1467-9922.2008.00444.x
 Viera, R. T. (2017). Vocabulary knowledge in the production of written texts: a case study on EFL language learners. Revista Tecnológi-ca-ESPOL, 30(3).
 Sydow, A. V. (2015). Vocabulary acquisition. Possibilities within the task-based framework.
 Zhai, L. (2016). A study on Chinese EFL learners’ vocabulary usage in writing. Journal of Language Teaching and Research, 7(4), 752-759. doi.org/10.17507/jltr.0704.16
 Zhang, Y. (2011). The use of vocabulary learning strategies by good and poor language learners: A case study of Chinese non-English major sophomores.
 Zhang, Y., Lin, C. H., Zhang, D., & Choi, Y. (2017). Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 87(1), 57-74. doi.org/10.1111/bjep.12135
 Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future pro-spects. American Educational Research Journal, 45(1), 166-183. doi.org/10.3102/0002831207312909
 Zimmerman, B. J. (2002). Becoming a self-regulated learner: An over-view. Theory into practice, 41(2), 64-70. doi.org/10.1207/s15430421tip4102_2
 Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17. doi.org/10.1207/s15326985ep2501_2
Copyright (c) 2018 International Journal of Language Teaching and Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to International Journal of Language Teaching and Education (IJoLTe) and Magister Program of English Education Department, Universitas Jambi as publisher of the journal. Copyright encompasses rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms, and any other similar reproductions, as well as translations.
IJoLTe keep the rights to articles that have been published. And, the authors are permitted to disseminate published article by sharing the link of IJoLTe' website. Authors are allowed to use their works for any purposes deemed necessary without written permission from IJoLTe with an acknowledgement of initial publication in this journal.
IJoLTe and Magister Program of English Education Department, Universitas Jambi, and the Editors make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in IJoLTe are the sole and responsibility of their respective authors and advertisers.
If the article was jointly prepared by more than one author, any authors who submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. IJoLTe will not be held liable for anything that may arise due to the author(s) internal dispute. IJoLTe will only communicate with the corresponding author.
By submitting the article/manuscript to this journal, the authors agree with this policy and consciously agree that IJoLTe does not provide royalties or other fees to the authors for their published articles. By agreeing this policy, IJoLTe ensures that published articles are publicly accessible and will be free of charge for the readers. No specific document sign-off is required.
Users of this website will be licensed to use materials from this website following the Creative Commons Attribution 4.0 International License. Please use the materials accordingly
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.