Strategically Self-Regulated Learners: Self-Regulatory Capacity and Vocabulary Acquisition
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In order to graduate from Brigham Young University with honors, I wrote an undergraduate honors thesis related to TESOL.
Abstract:
In “A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition” Tseng, Dörnyei, & Schmitt (2006) discussed their design of an instrument that measures learners’ self-regulatory capacity rather than use of specific learning strategies. This instrument, known as the “Self-Regulatory Capacity in Vocabulary Learning” (SRCvoc), was designed as a questionnaire. The researchers replicated the administration of SRCvoc to verify its value beyond the original context. The author administered the questionnaire through a Qualtrics (a web-based data collection service) survey to learners in intermediate levels and above at Brigham Young University’s English Language Center (ELC) to replicate the original administration of SRCvoc. The author hypothesizes that the determining factor for the lack of fit for the model may be the heterogeneous nature of the group of learners at the ELC.
Scholarship
This section includes some examples of my scholarly works, including my undergraduate honors thesis.
Vocabulary Inventory
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For Linguistics 670, Teaching Reading, Writing, and Vocabulary, I wrote a vocabulary inventory that examined the vocabulary composition of a science textbook, a math textbook, and an American history textbook. I compared the Academic Word List by Coxhead and the Academic Vocabulary List by Gardner.