Autonomous learning of productive vocabulary in the EFL context: An action research approach.
The present study exemplifies an action research-based approach to developing learner autonomy in learning productive vocabulary in an English as a foreign language (EFL) setting. We conducted two cycles of teaching actions as interventions to solve immediate learning problems. These actions involve...
| Published in: | Digital Scholarship in the Humanities Vol. 34; no. 1; pp. 159 - 174 |
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| Main Authors: | , |
| Format: | Article |
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Oxford University Press / USA
Apr2019
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=135432197&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 135432197 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 2055768X JEO9 jtl: Digital Scholarship in the Humanities issn: 2055768X maglogo: N pubinfo: dt: Apr2019 vid: 34 iid: 1 pid: 622 pub: Oxford University Press / USA artinfo: ui: 135432197 10.1093/llc/fqy026 ppf: 159 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 275KB tig: atl: Autonomous learning of productive vocabulary in the EFL context: An action research approach. aug: au: Qian, Yubin Sun, Ya affil: School of International Studies, University of International Business and Economics, ChinaForeign Languages Department, University of Chinese Academy of Sciences, China School of International Studies, University of International Business and Economics, China su: Vocabulary education English as a foreign language Learner autonomy Action research Vocabulary tests sug: subj: Vocabulary education English as a foreign language Learner autonomy Action research Vocabulary tests ab: The present study exemplifies an action research-based approach to developing learner autonomy in learning productive vocabulary in an English as a foreign language (EFL) setting. We conducted two cycles of teaching actions as interventions to solve immediate learning problems. These actions involved Evernote-aided learning and activities of word guessing, gap noticing, and phonetic drilling. The results of vocabulary tests and interviews were analysed to measure and verify the outcomes of the interventions. Our results reveal that, by the end of the research, learners took initiative in learning productive vocabulary. They became more self-conscious of the knowledge involved in a productive word and more capable of managing vocabulary learning independently. Reflections upon the teachers' role, their actions in the teaching practice, and the relationship between learner autonomy and vocabulary learning are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: © 2019 EADH: The European Association for Digital Humanities. item: Digital Scholarship in the Humanities holder: Oxford University Press / USA dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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