Self-regulation to foster vocabulary learning in an EFL classroom.

This qualitative action research aimed to describe the role of self-regulation in the EFL vocabulary learning of first-grade students at Gonzalo Arango public school. The problem was identified through observations and a diagnostic class, revealing that low vocabulary learning and a lack of self-regulation in managing challenging emotions and behaviors were interdependent problems among the young learners. Therefore, this research employed the theoretical constructs of self-regulated learning and EFL vocabulary learning to explore how these problems could be addressed through a pedagogical intervention based on the constructivist pedagogical model. The intervention included seven SRL strategies adapted to the population to enhance their receptive vocabulary learning. Data collected through five instruments were analyzed, demonstrating that the students’ EFL learning process significantly benefited from the fostering role of self-regulation.

• Autores: Ramirez Contreras, Andrea Natalia
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2024
• Institución: Universidad Pedagógica Nacional
• Repositorio: Repositorio Institucional UPN
• Idioma: eng
• OAI Identifier: oai:repository.pedagogica.edu.co:20.500.12209/20459
• Acceso en línea: http://hdl.handle.net/20.500.12209/20459
• Palabra clave: Autorregulación; Aprendizaje autorregulado; Aprendizaje de vocabulario; Inglés como lengua extranjera; Alumnos de educación primaria; Self-regulation; Vocabulary learning; EFL; Young learners; Self-regulated learning
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc-nd/4.0/