The present study investigated how a group of primary four students at a local primary school developed the habit of self-regulated learning (SRL) and enhanced their learning motivation in English through an out-of-class intervention program in vocabulary acquisition. A mixed method was chosen to collect both quantitative and qualitative data of the participants before, during and after the program for examining the effectiveness of weekly vocabulary collection in favoring participants’ development of SRL habit and higher level of learning motivation. Through five weeks of independent vocabulary learning, participants in general reported higher score in the questionnaire in both mastering of SRL skills and learning motivation, while their improvement was justified by their consistent submission of vocabulary booklet with progressive effort. Apart from the overall enhancement in SRL experience and learning motivation, data collected also confirmed the feasibility of promoting SRL to both low-achieving and high-achieving students, together with findings on the different extent of changes SRL brought to both groups. The result thus provides supplementary insights into the exploration of effective strategies for promoting SRL to students with different characteristics. Further discussion would be illustrated in the following.
|Bachelor of Education (Honours)
|Published - 2019
- Honours Project (HP)
- Bachelor of Education (Honours) (English Language) (Five-year Full-time)
- Programme code: A5B059
- Course code: TLS4029