Volume 29 Number 1, 2025 Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge

Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge

Repository record updated on:
Aug. 19, 2025, 1:06 p.m.
Database record updated on:
Aug. 25, 2025, 7:28 p.m.
Last Harvested on:
Aug. 25, 2025, 7:28 p.m.
access-status:
open.access
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/361c1cb4-7227-4046-9b0b-1f29264354f5/download', '29_01_10125-73640.pdf']]
bitstream_txt:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/d0663b56-2d90-4620-9706-79adb5b58235/download', 'full_text']]
collection:
Volume 29 Number 1, 2025
contributor.author:
Ye, Jiarun Zhang, Pengchong Kasprowicz, Rowena Tissot, Catherine
date.accessioned:
2025-08-18T22:23:09Z
date.available:
2025-08-18T22:23:09Z
date.copyright:
2025
date.issued:
2025-08-25
description.abstract:
Technology-enhanced vocabulary learning has gained increasing attention, yet its effectiveness remains inconclusive, with studies reporting mixed findings. Additionally, whether integrating self-regulated learning mechanism (SLM) into such type of learning can further enhance its effectiveness remains underexplored. This study examines the impact of two approaches, digital flashcards (DF) and video enhancement (VE), with and without SLM on vocabulary learning. It also investigates how pre-existing vocabulary knowledge (PVK) and self-regulation moderate these effects. Conducted with 132 junior high Chinese EFL learners over six weeks, pre- and post-tests measured written and aural form recognition and meaning recall across four experimental conditions and a control group. Results indicated that all interventions significantly improved vocabulary learning, with VE outperforming DF. The SLM was effective for supporting form recognition, particularly in VE, but its effectiveness diminished for the more demanding task of meaning recall. Self-regulation did not moderate learning outcomes, but PVK did for meaning recall within DF. Higher PVK learners benefited more from additional SLM, as it allowed them to integrate prior knowledge, whereas learners with limited PVK preferred DF alone. These findings highlight the need to align technology-enhanced vocabulary learning with task complexity and individual differences, offering practical insights for more adaptive instructional design.
endingpage:
31
format.extent:
31
identifier.citation:
Ye, J., Zhang, P., Kasprowicz, R., & Tissot, C. (2025). Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge. Language Learning & Technology, 29(1), 1–31. https://doi.org/10.64152/10125/73640
identifier.doi:
https://doi.org/10.64152/10125/73640
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73640
language:
eng
number:
1
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights.license:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73640/
startingpage:
1
subject:
Technology-enhanced vocabulary learning, digital flashcards, video enhancement, self-regulated learning mechanism
title:
Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
type:
Article Text
volume:
29