Pregled bibliografske jedinice broj: 1077975
Cognitive and Metacognitive Vocabulary Learning Strategies: Insights from Learning Diaries
Cognitive and Metacognitive Vocabulary Learning Strategies: Insights from Learning Diaries // Vocabulary in Curriculum Planning / Dodigovic, Marina ; Agustin-Llach, Maria (ur.).
Cham: Palgrave Macmillan, 2020. str. 121-142 doi:10.1007/978-3-030-48663-1
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Naslov
Cognitive and Metacognitive Vocabulary Learning
Strategies: Insights from Learning Diaries
Autori
Bošnjak Terzić, Brankica ; Pavičić Takač, Višnja
Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni
Knjiga
Vocabulary in Curriculum Planning
Urednik/ci
Dodigovic, Marina ; Agustin-Llach, Maria
Izdavač
Palgrave Macmillan
Grad
Cham
Godina
2020
Raspon stranica
121-142
ISBN
978-3-030-48662-4
Ključne riječi
cognitive strategies ; metacognitive strategies ; socio-cognitive model of self-regulated learning ; structured diary ; vocabulary learning strategies
Sažetak
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.
Izvorni jezik
Engleski
Znanstvena područja
Filologija
POVEZANOST RADA
Ustanove:
Fakultet strojarstva i brodogradnje, Zagreb,
Filozofski fakultet, Osijek