Imagen de Portada

Autonomy in Action: Designing and Validating a Model of Student-Generated Vocabulary Testing to Enhance Learning

Guardado en:
Publicado en:Research in English Language Pedagogy (RELP) vol. 13, no. 1 (Spring 2025), p. 1-31
Autor principal: Ghasemi, Kolsoum
Otros Autores: Afraz, Shahram, Samimi, Fazlolah
Publicado:
Islamic Azad University, Isfahan (Khorasgan) Branch
Materias:
Interviews
Second language vocabulary learning
Research design
Questionnaires
Educational activities
English as a second language tests
English as a second language learning
Students
TESOL
Reliability
Cronbach's alpha
Qualitative research
Exploratory factor analysis
Robustness
Autonomy
Learning
Tests
Pilot projects
Structural equation modeling
Factor analysis
Vocabulary
Candidates
Paradigms
Retention (Psychology)
Doctoral Students
Construct Validity
Structural Equation Models
Validity
Vocabulary Development
English (Second Language)
English Learners
Learner Engagement
Acceso en línea:Citation/Abstract
Full Text - PDF
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Resumen:This study aimed to design and validate a pioneering student-generated vocabulary testing paradigm aimed at cultivating autonomy among TEFL Ph.D. candidates or holders in Iran, encompassing both male and female participants. Employing a sequential exploratory mixed-methods design, the research unfolded through a qualitative phase followed by a quantitative phase. In the qualitative phase, 30 Ph.D. candidates or holders in TEFL engaged in insightful semi-structured interviews. Subsequently, the quantitative phase saw the development of a comprehensive questionnaire based on the emergent themes from the qualitative inquiry. The questionnaire was piloted with a sample of 274 participants to capture the intricacies of the learners' experiences based on the insights gathered from the interviews. The pilot study substantiated the construct validity of the questionnaire through exploratory factor analysis, while Cronbach's alpha affirmed its reliability. The questionnaire was then given to a larger sample of 384 EFL learners. Further bolstering the study's robustness, Structural Equation Modeling analysis was executed through Smart PLS software. As a result, a validated model was created as a valuable asset for future research endeavors in the realm of student-generated vocabulary testing in the Iranian context. The student-generated vocabulary testing model advocated in this study not only encourages meaningful engagement with vocabulary learning tasks but also fosters a profound understanding and retention of vocabulary items.
ISSN:2588-3259
2538-4244
DOI:10.71673/relp.2025.1119058
Fuente:Education Database