Realising personalised vocabulary learning in the Hong Kong context via a personalised curriculum featuring ‘student-selected vocabulary’

Mui Lan CHOI, Qing MA

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This paper proposes a personalised instructional strategy, student-selected vocabulary, to facilitate secondary school students’ vocabulary building. It then reports how this personalised instructional strategy was implemented and evaluated through a teacher-led intervention study of 57 low-achieving Hong Kong secondary school students. Data were collected with multiple measures: student-made vocabulary cards, paper questionnaires, and personalised vocabulary tests. The findings show that these low-achieving students selected words to learn in a responsible way to meet with their academic needs and achieved good retention rates of their personalised curriculum. Evidence also shows that learner differences were catered for and well addressed in this innovative personalised vocabulary pedagogy. Copyright © 2014 Taylor & Francis.
Original languageEnglish
Pages (from-to)62-78
JournalLanguage and Education
Volume29
Issue number1
Early online dateAug 2014
DOIs
Publication statusPublished - 2015

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Hong Kong
vocabulary
curriculum
learning
student
secondary school
Vocabulary Learning
Vocabulary
Curriculum
questionnaire
teacher
evidence
Secondary School

Citation

Choi, M. L., & Ma, Q. (2015). Realising personalised vocabulary learning in the Hong Kong context via a personalised curriculum featuring ‘student-selected vocabulary’. Language and Education, 29(1), 62-78.

Keywords

  • Personalised instruction
  • Personalised curriculum
  • Student-selected vocabulary
  • Student choice
  • Learning differences