Background
In spite of considerable advancements in our understanding of the different factors i... more Background
In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning – particularly, the mechanisms through which learners regulate their motivation and learning strategies – remain unclear. Aims
This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. Sample
The participants were 107 tenth graders (68 females, 39 males) in China. Methods
The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Results
Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. Conclusions
The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts.
International Review of Applied Linguistics in Language Teaching
The purpose of this systematic review is to synthesize the findings in the literature on the rela... more The purpose of this systematic review is to synthesize the findings in the literature on the relative contribution of two types of linguistic knowledge (i. e., vocabulary and grammatical knowledge) to L2 reading comprehension; and to discuss the possible factors that might have led to the complexity and incongruity of the research findings. Nineteen studies were identified for this review through a systematic process of selection, and were analyzed in terms of the relationship of vocabulary and grammatical knowledge with L2 reading comprehension and their relative significance. The result of this review showed that there was no clear evidence supporting which type of linguistic knowledge is more contributive than the other; and the inconclusive findings might be attributed to the variations in the design of the studies. Two factors emerged, including participants’ language proficiency and construct definition, operationalization, and measurement. Some considerations for future resea...
In spite of considerable advancements in our understanding of the different factors involved in a... more In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. The participants were 107 tenth graders (68 females, 39 males) in China. The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts.
Background
In spite of considerable advancements in our understanding of the different factors i... more Background
In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning – particularly, the mechanisms through which learners regulate their motivation and learning strategies – remain unclear. Aims
This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. Sample
The participants were 107 tenth graders (68 females, 39 males) in China. Methods
The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Results
Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. Conclusions
The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts.
International Review of Applied Linguistics in Language Teaching
The purpose of this systematic review is to synthesize the findings in the literature on the rela... more The purpose of this systematic review is to synthesize the findings in the literature on the relative contribution of two types of linguistic knowledge (i. e., vocabulary and grammatical knowledge) to L2 reading comprehension; and to discuss the possible factors that might have led to the complexity and incongruity of the research findings. Nineteen studies were identified for this review through a systematic process of selection, and were analyzed in terms of the relationship of vocabulary and grammatical knowledge with L2 reading comprehension and their relative significance. The result of this review showed that there was no clear evidence supporting which type of linguistic knowledge is more contributive than the other; and the inconclusive findings might be attributed to the variations in the design of the studies. Two factors emerged, including participants’ language proficiency and construct definition, operationalization, and measurement. Some considerations for future resea...
In spite of considerable advancements in our understanding of the different factors involved in a... more In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. The participants were 107 tenth graders (68 females, 39 males) in China. The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts.
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Journal Papers by Yunjeong Choi
In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning – particularly, the mechanisms through which learners regulate their motivation and learning strategies – remain unclear.
Aims
This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China.
Sample
The participants were 107 tenth graders (68 females, 39 males) in China.
Methods
The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth.
Results
Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive.
Conclusions
The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts.
Papers by Yunjeong Choi
In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning – particularly, the mechanisms through which learners regulate their motivation and learning strategies – remain unclear.
Aims
This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China.
Sample
The participants were 107 tenth graders (68 females, 39 males) in China.
Methods
The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth.
Results
Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive.
Conclusions
The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts.