Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning

Abstract

This article reports on the development of Vocab+, a mobile app embedded with a self-regulation scheme that supports primary students’ whole process of self-regulated vocabulary learning (SRVL) across in-class and real-life contexts, and evaluates its impact on primary students’ perceived SRVL skills and vocabulary learning outcomes. The study lasted four months. A total of 129 Grade 4 students from three classes in a primary school in Mainland China were involved. The three classes were randomly assigned to three groups. In after-class learning contexts, Group 1 (44 students) used the Vocab + app with the self-regulation scheme, Group 2 (43 students) used the app without the self-regulation scheme, and Group 3 (42 students) did not use the Vocab + app. Data collection involved pre-and post-vocabulary tests, pre-and post-questionnaires and three focus group interviews (each involving five students) about students’ experience of using the Vocab + app for vocabulary learning. Both quantitative and qualitative data analyses were performed. The findings indicate that the learners using the Vocab + app with the self-regulation scheme exhibited significantly better SRVL skills and vocabulary learning outcomes than those using the Vocab + app without the self-regulation scheme and those not using the app. The implications of these findings are explored.