Project Details

A comparative multi-case study of Hong Kong and mainland Chinese university students’ self-regulated mobile-assisted vocabulary learning (MAVL)

Mobile technologies brought great affordances and opportunities for mobile assisted-language learning (MALL). As a considerable proportion of MALL takes place outside the classroom (Burston, 2014; Ma, forthcoming a) and is beyond the control of teachers, effective learning hinges upon learners’ capacity to self-regulate their own learning adequately. Self-regulation has proved to be one of the key predictors of academic success (Nota et al., 2004; Zimmerman & Martinez-Pons, 1986, 1988; Zimmerman & Kitsantas, 2014). Only a tiny number of studies have investigated self-regulation in MALL, largely using intervention programmes in a localised context. Although such localised studies, each with a different focus, agenda and language learning context, provide readers with some indication of how students engage in and self-regulate MALL, it is difficult to estimate the generalisability of these studies as well as arrive at an agreed upon conclusion. This research focuses on one key language skill, vocabulary, and investigates how students engage in mobile assisted vocabulary learning (MAVL) and self-regulate their MAVL in two common language learning settings: English as a Medium of Instruction (EMI) and English as a Foreign Language (EFL).

Commencement Date : 2014/12
Completion Date : 2015/12
Chief Investigator(s) : Dr MA, Qing 馬清 [LML]
Co-Investigator(s) : Li, Jia *

*Investigator from an outside institution/organization

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