Vocabulary learning strategies outside the classroom context: what adults learn in an technology-based learner-centred environment.

Autor/in	Chacón-Beltrán, Rubén
Titel	Vocabulary learning strategies outside the classroom context: what adults learn in an technology-based learner-centred environment.
Quelle	In: Language learning journal, 46 (2018) 5, S. 583-593Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 4; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0957-1736; 1753-2167
DOI	10.1080/09571736.2018.1503135
Schlagwörter	Empirische Forschung; Digitale Medien; Lernmethode; Außerschulische Tätigkeit; Wortschatz; Fremdsprachenunterricht; Englischunterricht
Abstract	Massive Online Open Courses (MOOCs) have attracted attention as an outstanding innovation in the field of Foreign Language Teaching and Learning. Central to this innovation is the facilitation of learner-centred instruction as students accommodate their learning to their particular time availability and interests. Language learning strategies have attracted researchers' attention for decades and have also been of particular interest in the area of second language vocabulary teaching and learning. This article reports on a large-scale study carried out with 736 Spanish course participants who joined a beginners' English MOOC where they were expected to learn the meaning of the 1000 most common words in English. Course participants were not traditional learners in a classroom context but came from an array of different academic and personal backgrounds, while sharing a common interest in getting started with English. During the 8-week course, participants were specifically trained in a number of vocabulary learning strategies. When the course finished, participants were given an online questionnaire to check: (1) what strategies they found more useful and why, and (2) what strategies they thought they were likely to continue using in the future. This article analyses course participants' strategy choice and whether it had an impact on their language development. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2