Project Details

Investigation of university students' self-regulated mobile-assisted vocabulary learning (MAVL) across different language learning contexts

Mobile technologies have brought great affordances and opportunities for mobile-assisted language learning (MALL). As a large 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 adequately self-regulate their own learning. 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 investigate 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 and arrive at an agreed upon conclusion. This research focuses on one key language skill, vocabulary, and investigates how university students engage in mobile-assisted vocabulary learning (MAVL) and self-regulate their MAVL.

Commencement Date : 2015/9
Completion Date : 2016/8
Chief Investigator(s) : Dr MA, Qing 馬清 [LML]





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