Abstract
This article reports on a quasi-experimental study examining the effects of a self-regulation scheme embedded in a mobile app on undergraduate students’ English vocabulary learning performance and cognitive engagement. A total of 45 university students were involved in this study. They were randomly assigned to the experimental and control groups. Each group utilised the mobile app for two weeks, with and without the self-regulation scheme, respectively. Data collection involved pre-and post-vocabulary tests and cognitive engagement questionnaire. The findings revealed that students in the experimental group performed significantly better in English vocabulary learning than those in the control group. Furthermore, there was a statistically significant difference in cognitive engagement between students in the experimental and control group. Copyright © 2022 Global Chinese Conference on Computers in Education.
| Original language | English |
|---|---|
| Title of host publication | Conference Proceedings (English Paper) of the 26th Global Chinese Conference on Computers in Education (GCCCE 2022) |
| Editors | Chiu-Pin LIN, Yi-Hsuan WANG, Bo JIANG, Ju-Ling SHIH, Siu Cheung KONG, Xiaoqing GU |
| Place of Publication | Taiwan |
| Publisher | Global Chinese Conference on Computers in Education |
| Pages | 61-64 |
| ISBN (Print) | 9789869839976 |
| Publication status | Published - Aug 2022 |
Citation
Yang, Y., & Song, Y. (2022). Effects of a self-regulation scheme embedded in a mobile app on undergraduate students’ English vocabulary learning performance and cognitive engagement. In C.-P. Lin, Y.-H. Wang, B. Jiang, J.-L. Shih, S. C. Kong, & X. Gu (Eds.), Conference Proceedings (English Paper) of the 26th Global Chinese Conference on Computers in Education (GCCCE 2022) (pp. 61-64). Global Chinese Conference on Computers in Education.Keywords
- Self-regulation scheme
- English vocabulary learning performance
- Cognitive engagement
- Mobile-assisted vocabulary learning