TEXPLORING THE RELATIONSHIP BETWEEN SELF-REGULATED LEARNING LEVELS AND THE PROPENSITY TO UTILIZE MOBILE RESOURCES IN ENGLISH VOCABULARY LEARNING AMONG ENGLISH LANGUAGE STUDENTS

Abstract

To bridge the gap in the literature on how self-regulated learning levels might shape the ways students employed MALL for learning English vocabulary, this study investigated the relationship between SRL levels and the propensity to utilize MALL resources for vocabulary learning among 149 first-year English language students at a university in Vietnam. The research employed vocabulary exercises on the university’s LMS system for experiment and a mixed-methods approach, combining quantitative data from an online questionnaire with qualitative data from interviews and student journal reports to collect data. The results show that students demonstrate a high level of overall self-regulation, the employment of MALL is mainly in the on-tasks phase and the students may need further guidance in planning and self-refection phases. The results also revealed a significant employment of free-of-charge resources and personal technological devices when working on tasks. It can be inferred that students with higher levels of self-regulation are more likely to leverage mobile technologies for vocabulary learning. Some recommendations are highlighted accordingly.