engleski

Cognitive and Metacognitive Vocabulary Learning Strategies: Insights from Learning Diaries

The chapter reports on a study carried out to examine the role of cognitive and metacognitive self-regulated strategies in learning vocabulary in an English for Specific Purposes (ESP) course. The research included 15 undergraduate mechanical engineering and naval architecture students who volunteered to write structured diaries focusing on vocabulary learning for the period of six months. The analysis of the diary records was based on the socio-cognitive model of self- regulated learning proposed by Pintrich (2004). The aim was to gain a more detailed insight into which cognitive and metacognitive self-regulated learning strategies students employ and to what extent the strategies facilitate successful ESP vocabulary learning. The results show that successful learners are aware of and use of all cognitive and metacognitive self-regulated strategies, while less successful students reporting using fewer and less complex learning strategies.

cognitive strategies ; metacognitive strategies ; socio-cognitive model of self-regulated learning ; structured diary ; vocabulary learning strategies

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