Autonomy in Action: Designing and Validating a Model of Student- Generated Vocabulary Testing to Enhance Learning.
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| Title: | Autonomy in Action: Designing and Validating a Model of Student- Generated Vocabulary Testing to Enhance Learning. |
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| Authors: | Ghasemi, Kolsoum1, Afraz, Shahram1 shahram.afraz1352@gmail.com, Samimi, Fazlollah2 |
| Source: | Research in English Language Pedagogy (RELP). Spring2025, Vol. 13 Issue 1, p1-30. 30p. |
| Subject Terms: | *English as a foreign language, *Learner autonomy, Vocabulary ability testing, Cronbach's alpha, Structural equation modeling |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in English Language Pedagogy (RELP) is the property of Research in English Language Pedagogy (RELP) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184668616 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Autonomy in Action: Designing and Validating a Model of Student- Generated Vocabulary Testing to Enhance Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ghasemi%2C+Kolsoum%22">Ghasemi, Kolsoum</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Afraz%2C+Shahram%22">Afraz, Shahram</searchLink><relatesTo>1</relatesTo><i> shahram.afraz1352@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Samimi%2C+Fazlollah%22">Samimi, Fazlollah</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+English+Language+Pedagogy+%28RELP%29%22">Research in English Language Pedagogy (RELP)</searchLink>. Spring2025, Vol. 13 Issue 1, p1-30. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+ability+testing%22">Vocabulary ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Cronbach's+alpha%22">Cronbach's alpha</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in English Language Pedagogy (RELP) is the property of Research in English Language Pedagogy (RELP) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184668616 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.71673/relp.2025.1119058 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 1 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Learner autonomy Type: general – SubjectFull: Vocabulary ability testing Type: general – SubjectFull: Cronbach's alpha Type: general – SubjectFull: Structural equation modeling Type: general Titles: – TitleFull: Autonomy in Action: Designing and Validating a Model of Student- Generated Vocabulary Testing to Enhance Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ghasemi, Kolsoum – PersonEntity: Name: NameFull: Afraz, Shahram – PersonEntity: Name: NameFull: Samimi, Fazlollah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 25883259 Numbering: – Type: volume Value: 13 – Type: issue Value: 1 Titles: – TitleFull: Research in English Language Pedagogy (RELP) Type: main |
| ResultId | 1 |
