Development and Implementation of a “self-regulation scheme” on a mobile app to enhance students’ self-regulated vocabulary learning

This article reported on a study of developing and implementing a “self-regulation scheme” on a mobile vocabulary learning app – Vocab+ to enhance students’ self-regulated vocabulary learning (SRVL). Premised on self-regulatory processes, the proposed self-regulation scheme embedded in Vocab+ in this study allows students to set vocabulary learning goals (e.g., specify the number of words to be learned and the amount of time spent on learning), monitor the learning process (e.g., view learning status via the dashboard and categorise the mastery levels of vocabulary) and reflect on their learning performance (e.g., do quizzes and complete self-evaluation forms). Vocab+ enables students to take pictures of objects/information related to the newly learned vocabulary tagged with GPS-located context information. This study aimed to examine the effects of a self-regulation scheme embedded in Vocab+ on students’ English vocabulary learning outcomes and their perceived self-regulation skills. A total of 45 undergraduate students in Mainland China were involved. A quasi-experimental design method was adopted. Students in the experimental and control groups used Vocab+ with and without a self-regulation scheme to support vocabulary learning for two weeks. Data collection involved: (1) pre-and post-vocabulary tests and (2) pre- and post- questionnaires. The results show the positive effects of the self-regulation scheme on university students’ vocabulary learning outcomes and perceived self-regulation skills. Future improvements to the self-regulation scheme will be made based on students’ feedback. The current study contributed to the practices of technology-enhanced SRVL research and benefited the future design of tools to support SRVL. Copyright © 2021 International Conference on Learning and Teaching.