Cao, D., & Ismail, L. (2022). The effect of vocabulary mind mapping through Youdao Dict.
on vocabulary learning of undergraduates with high and low motivation. Linguistics and Culture Review, 6(S2), 603-621. https://doi.org/10.21744/lingcure.v6nS2.2201
Linguistics and Culture Review © 2022.
Corresponding author: Ismail, L.; Email: [email protected]
Manuscript submitted: 18 May 2022, Manuscript revised: 09 July 2022, Accepted for publication: 27 August 2022 603
The effect of Vocabulary Mind Mapping Through Youdao Dict. On Vocabulary Learning of
Undergraduates with High and Low Motivation
Dan Cao
Department of Language and Humanities Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia Lilliati Ismail
Department of Language and Humanities Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia
*Correspondence author email: [email protected]
Abstract---Students with limited English vocabulary and motivation it’s a challenge for their English instructor to boost their learning autonomy and drive. Therefore, instructors must discover an efficient vocabulary learning technique to employ in and after class to boost vocabulary proficiency and learning motivation. This study will explore the influence of the Youdao Dict. on English Vocabulary Acquisition of Students with Various Motivations This research uses a quasi- experimental methodology and one freshman class. 30 students are enrolled. Data will be collected using the Intrinsic/Extrinsic Motivation Scale of English Learning (I/EMSEL) and the Core English Vocabulary Test (CEV). They'll be sorted into high-and low-motivation groups. The middle level will be cut. Two groups' pre- and post-test learning will be assessed. The data will also be supported by classroom observation and interviews. In this research, the Paired Sample T-test is utilised to examine data. The findings suggest that the proposed cognitive process-based learning model (VMMYD) may boost students' learning strategies and vocabulary acquisition, and instructors can coach students in and after class to improve learning motivation. This study sheds light on how English vocabulary is taught and learned in colleges and institutions in China where people don't know much English and don't want to learn it.
Keywords--- effect of vocabulary, high motivation, low motivation, mind mapping, vocabulary learning.
Introduction
With its vast territory and unbalanced regional development in China, according to a guide to College English Teaching (2020), hereinafter refer to as A Guide, college English teaching should adhere to principles of classified guidance and individualized teaching so as to reflect each schools’ features. The Guide pointed out that there are great differences among colleges and universities in teaching resources, students’ enrolment level, and talent foster requirements and its objectives. Therefore, teaching should be implemented according to its local style.
For private universities in China, the enrolment level of students is relatively lower. Therefore, English learning exists many problems in nearly all aspects Chen & Yang (2009), such as incomplete grammar knowledge, limited vocabulary and lack of learning motivation and autonomy, which makes some learners gradually lose interest in learning English and even give up learning. Among them, English vocabulary learning is a fundamental problem for non-English majors in private universities. The two most difficult knowledge and skills for them to gain are listening (48%) and vocabulary (41%) (Chen & Yang, 2009). The most difficult task in foreign language learning is learning how to learn and master English words (Wang, 2000).
In Xi Jing University, though, as the top five private university in China, one third of students is unqualified in the score of their entrance exam in English course.
The exam result is equal to or more than 90, it is qualified; if not, it is unqualified. The full score is 150 by the Standard of Entrance Examination in China. It is acknowledged that English vocabulary learning has little knowledge and simple form, which can be carried out anytime and anywhere (Cai et al., 2016). In Xi Jing University, most teachers are not prepared to teach student’s vocabulary in the classroom for thinking that vocabulary learning is students’
own business and subjectively assuming that non-English majors can learn words by themselves like English majors, (Rashid et al., 2021). Memorizing words for one week, students find they forget them in the next week. Therefore, they give it up directly. In this way, students lose interest in English vocabulary learning for lack of effective way of learning vocabulary (Asyiah, 2017; Şen & Kuleli, 2015).
Significance
A famous British linguist, Wilkins (1972), affirmed the importance of vocabulary learning as follows: “Without grammar, very little can be delivered; without vocabulary, nothing can be delivered.” What can be inferred from this, vocabulary acquisition is the core of second language acquisition. With Insufficient words in English leaning, students will gradually lose interest in learning English and even give up learning because they cannot read it or understand it a little. Although requirement and standard about English course is not intense for university graduates in recent years, each university still hope their teachers to help their students pass College English Test Band 4 (hereinafter refer to as CET4) or College English Test Band 6(hereinafter refer to as CET6) no matter they are in private or public ones. Therefore, it is better to teach a man to fish than to give him fish. If students can master how to learn the vocabulary instead of waiting for their teacher teaching them, they will master the initiative of learning. In this study, the researcher tries to find a universal and practical
method to help students learn vocabulary individually. Eventually the researcher hope that more and more students can pass CET 4 and CET 6 after four years English learning in Xi Jing University (Perez & Desmet, 2012; Dickinson, 1995).
Study Gap
With the awareness of life-long learning strengthening and concept of learner- centered deeply rooting in teachers’ hearts, the studies about vocabulary teaching turn much more attention to explore learning strategies than teaching strategies.
From domestic perspective, there are many researches exploring various vocabulary learning strategies (VLSs) and effects of them to learners. Two articles investigated the learning status quo of vocabulary of undergraduates (Zhou, 2020; Zheng et al., 2015). Another four articles survey the status quo of mobile learning Cai et al. (2016) and application of mobile learning (Fan, 2020; Jiang, 2017). These studies showed that studetns who use apps. to memorize the words have a low efficiency and little interest. From foreign countries’ view, most foreign researches on vocabulary learning mainly focus on the investigation of the use of strategies and the summary of their effects (Mehrabian & Salehi, 2019; Baskin et al., 2017; Atifnigar et al., 2020). However, there is not an individualized and fully integrated strategy for students with lower motivation and lower autonomy. Little attention were payed to specific and effective strategies in learning vocabulary for students with lower motivation and lower autonomy (Logan et al., 2011; Beeler et al., 2016).
Research Questions
Based on the above research problems discussion, the current research deals with the following four research questions:
• What is the motivation level of non-English majors in Xi Jing University?
• What is the current vocabulary level of non-English majors with high and low motivation in Xi Jing University?
• What is vocabulary level of undergraduates with high and low motivation after adopting Vocabulary Mind Mapping through Youdao Dict. in Xi Jing University?
• How do instructors help students improve their vocabulary proficiency in the individualized way of learning for everyone with different motivational?
Research Objectives
Research General Objectives
The overall research objective is to examine the effect of Vocabulary Mind Mapping through You Dao E-dictionary on vocabulary learning of undergraduates with high and low motivation in Xi Jing University (Buran & Filyukov, 2015;
Rosciano, 2015).
Research Specific Objectives
Based on above research questions, the specific purposes of this study are to reach the following four points:
• To determine the motivation degree of non-English Majors in Xi Jing University
• To determine the vocabulary level of non-English Major in Xi Jing University
• To examine the vocabulary level of non-English Majors with high and low motivation after adopting the Vocabulary Mind Mapping through Youdao Dict in Xi Jing University
• To explore the individualized way of vocabulary learning for everyone with different level of vocabulary proficiency
Research Hypothesis
• HO1: There is a positive effect of vocabulary Mind Mapping through You Dao E-dictionary on undergraduates with high motivation.
• HO2: There is a positive effect of vocabulary Mind Mapping through You Dao E-dictionary on undergraduates with low motivation.
Research Framework
Under the development of Information Process Psychology, Oxford (1990) firstly proposed language learning strategy. He defined it and clarified it into direct strategy and indirect strategy. After that, O’Malley and Chamot clarified it into three categories that is cognitive strategy, metacognitive strategy and social- affective strategy. Schmitt (1997) categorized the vocabulary learning strategy into the one discovery strategy including determination strategy and social strategy and the other consolidation strategy including cognitive strategy, memory and metacognitive strategy. According to Oxford (1990), cognitive strategies include guessing strategies, skillful use of dictionaries, and note-taking strategies. The subcategories of the practice of strategies are repetition, recognizing patterns, and recombining (Oxford & Scarcella, 1994; Gleitman et al., 1999).
Theorical Framework
Determination strategy Discovery
strategy
Social strategy VLS
Consolidation strategy
Cognitive strategy
Metacognitive strategy
Output Stage
Practice
Stage Scale of
Foreign Language Vocabulary Learning Strategies
Memory strategy
Cognitive Strategy
Noncognitive Strategy
Feedback
Stage Processing
Stage
Acquisition Stage
Retention
Stage Recall Stage
Generalization
Stage Understanding stage Input Stage
Motivation
stage Memory strategy
Conceptual framework
Literature Review
In the 1980s, vocabulary acquisition has been paid more and more attention by researchers and become the hot spots of the study in second language acquisition. Since the 1990s, the research on vocabulary acquisition has developed theoretically and systematically. As is known to all, language consists of three main elements: pronunciation, vocabulary and grammar. Words, as one factor of linguistic, is an important part of listening, speaking, reading, writing and translating, which skills all depend on a good command of vocabulary.
Vocabulary learning should be an important part of language learning. Therefore, vocabulary teaching in college English has been increasingly valued by teachers.
Nation (1990) argues that knowing a word means knowing its form (spoken and written), location (grammatical patterns, collocations), function (frequency, appropriateness), and meaning (Concept, association) (Sidu et al., 2016;
Mahendra, 2016).
Information Processing Theory
Information Process Theory holds that the learning process is to accept and use information. It focuses on how the students choose and deal with information by cognitive model that is learners’ choice, memory, operation of information and take account of personal cognitive process. In 1968, Richard Atkinson and Richard Shiffrin put forward a systematic and comprehensive model of information process for the first time-The Atkinson-Shiffrin model which proposes that human memory involves a sequence of three stages: sensory memory (SM);
short-term memory (STM); long-term memory (LTM). New information goes from short-term memory into long-term memory by ways of repetition. The longer the repetition lasts, the better memory is. The multi-store model of memory is an explanation of how memory processes work.
Mind Mapping
Mind map, or called brain map, is a tool of image-based thinking expresses what in mind. The formation and practice of this theory are constantly proving its scientific nature and effectiveness. In the early 1960s, the famous educator Tony
IV2:
Information Processing Strategy
IV1: Memory
IV3:
Noncognitive strategy
DV: Vocabulary Learning Mind Mapping
Youdao Dict
High-motivation
Low-motivation
Buzan proposed this theory, which he called “Mind Map”, or mind mapping in Chinese (Li, 2010). In the article Discussion on some Important Issues in the Teaching Application of Concept Map and Mind Mapping, mind mapping is defined as a visual and nonlinear thinking tool for the purpose of promoting thinking stimulation and thinking reorganization (Zhao, 2012). This definition explains the goal of mind mapping-thinking stimulation and thinking arrangement, as well as the means to achieve the goal, including association, imagination, figure, line, image, color and code, (Rashid et al., 2021).
Features
There are four characteristics by using mind mapping for teaching. At first, it pays attention to the prominent focus and the central figure. At second, it has a Clear center and its priorities. At third, it owns the clear theme, close connection and easy to memorize (Zheng et al., 2019).
Theories and Application
Based on cognitive learning theory, Constructivism is developed as a new learning theory. According to constructivism theory, teaching process is student-centered and it focuses on cultivating students’ ability of independent exploration and self- monitoring. Mind mapping is a proper tool to help learners establish a meaningful structure for vocabulary learning. In this process, teachers play the role of initiator, organizer and promoter in the whole teaching process. In vocabulary teaching and learning, with the help of effective tools, learners draw mind maps by themselves independently or together with other students so as to build a bridge between old and new knowledge, make knowledge network, and complete the task of knowledge construction at the same time.
Youdao Dict.
Nowadays, with the promotion of English learning autonomy, the dictionaries have become an important learning strategy and tool for English learners. Youdao Dict. is a freely accessible digital dictionary for everyone.
Definition of Youdao Dict.
Youdao Dictionary is the world’s first comprehensive free language translation software based on search engine technology produced by Netease Youdao.
Youdao Dict. includes popular words and a large number of examples sentences on the Internet through its original online interpretation function. It also includes data from many authoritative dictionaries, such as Collins Advanced English- Chinese Dictionary and 21st Century English-Chinese Dictionary, with a large and complete thesaurus and a quick and accurate word search. Combined with rich original audio and video examples, the total coverage of 37 million entries and 23 million mass examples.
Application
Youdao Dict. (app.) will provide words pronunciation, meaning, synonyms, usage, collocation, cognate, English-English interpretation, the bilingual sentences and video sample ect. from Compendious Dictionary which is the top of Youdao Dict.
followed by Level 4 Dictionary being placed as the second place in Youdao Dict.
Here will take “impact” as an example:
In Level 4 Dictionary, students should attach more importance to the word pronunciation, the test frequency in CET 4, and its sample sentences and meaning in past paper. In Compendious Dictionary, students can pay more attention to its synonyms, the bilingual sentences, collocation, cognate, English- English interpretation, and video sample. Of course, other dictionaries such as Oxford Dictionary, New Oxford Dictionary, Webster’s dictionary, Webster’s dictionary are also included in Youdao Dict. However, Compendious Dictionary
and Level 4 Dictionary for undergraduates with a lower level of vocabulary and main purpose for passing CET 4 in Xi Jing University are completely enough.
Combination of Vocabulary Mind Map and Youdao Dict.
Teachers have the responsivity to teach students build vocabulary mind map through reading Youdao Dict. The following is an example of “impact” as impact’s mind map regarding 6 aspects that is sound, part of speech and meaning, cognate, collocation, synonyms and usage. Students should build their own word mind maps based on their own known knowledge. So they will show individualized vocabulary mind map. At the very beginning, everyone will be asked to prepare a file in which at least 26 bags will be fixed in order to put each word mind map in it according to the original letter. In the end, everyone will own
“my dictionary” (Peng, 2014).
Research Method Research Design
The current study is a quantitative descriptive research and inferential research design. The quantitatively designing research will clearly demonstrate the effects of a new learning and teaching strategy on vocabulary learning of students with high and low motivation. The study will quantitatively be measured and the findings will be analyzed to understand the effect of Vocabulary Mind Mapping through Youdao Dict. on vocabulary level with high and low motivational level of non- English majors in Xi Jing University. A freshmen class will be selected randomly as the research subjects, (Rashid & Sipahi, 2022). At first, this class will be asked to fulfill the Intrinsic Motivation Scale of English Learning questionnaire to divide the subjects into two level of motivation with high and low degree, and middle level will be deleted. Independent sample T-test will be used to measure the significant difference in CEV results between high and low motivation groups. It will include means and standard deviation, t-test, and Pearson Correlation Coefficients (Pearson’s r) for study questions. The research frame is as follow:
Population and Sampling
The population of this study is the non-English Majors in private universities in Shaanxi province. In Shaanxi Province, which located in northwest of China, there are totally 18 private colleges and universities not including Independent Colleges (2019). Xi Jing University, on top five private university in China, ranks the first place in Shaanxi Provence. Therefore, the students in Xi Jing University can be representative of private university in Shaanxi Province. In Xi Jing University, the new-coming students are divided into level A and level B by their results of entrance examination from Gao Kao, which the boundary score between level A and level B is 90 from the very beginning of the first term. That is to say, students with scores over 90 are categorized into Class A, while the students scored below 90 or is 90 are sorted into class B. In this way, there are 1651 students put into class B at the beginning of the first term. 1025 students are sorted into class A. from above classification, it is easy to know that students form class B have a lower level of language proficiency. One in thirty-three B- classes will be chosen randomly. The sample consists of 30 students who are divided into three groups with high, middle and low self-efficacy. The sample size is shown in the below table 3.2:
Table 1 Sample Distribution
Group’s Motivational level Amount of Students
1 High 10
2 Middle 10
3 Low 10
Total 30
Instrument
The current study will use the Intrinsic /Extrinsic Motivation Scale of English Learning questionnaires and English vocabulary proficiency test to carry out. The Intrinsic /Extrinsic Motivation Scale of English Learning (I/EMSEL) Scale, written by Wang Fengxia (2008) and consisting of 24 five-point Likert scale items, was written (Q4,Q5,Q14,Q16,Q17,Q20 were modified and Q25,Q26 were added
according to the actual situation of Xi Jing University; )and administered to 32 samples of the first-year-non-English-majors in Xi Jing University. (See Appendix I). Respondents were asked to answer each question by indicating their agreement with each statement by using the following scale: 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree. Although Smith, et al.
(2008) reported the reliability and validity of the instrument this research still needs to prove its reliability and validity for some being modified and some being added. The second instrument used in this study will be Core English Vocabulary (CEV) test, which was administered before treatment as a pre-test and after treatment as a post-test. The tool for data analysis is SPSS 25.0.
Data Collection
The original (I/EMSEL) questionnaire was written in English and it was translated into Chinese to fit the subjects of this study. The total samples are 32 but the efficient samples are 30 by computing the mean of 26 questions and standard mean for subject’s No. 30 and No. 32 being excluded. The score for pre-test in Core English Vocabulary (CVR) collection were put into excel form and imported into SPSS 25.0 for statistical analysis.
Run Data
Data were analyzed using SPSS 25.0 computer program based on the response of subjects. At first, high motivation group and low motivation group can be checked by dimension reduction process and ascending sort. The first 10 members were as the low motivation group including NO. 10, 7, 9, 15, 31, 4, 6, 29, 3, 17; the last 10 members were as the high motivation group including NO.23,27,26,21,28,16,24,12,13,14. At second, pre-test was carried to these high and low groups at the beginning of the term. And then post-tests were carried to the two groups separately at the end the term by Vocabulary Ming Mapping through Youdao Dict. Two Paired samples Tests were carried to low motivation group and high motivation group. Comparing the data results from two Paired Samples Tests in post-test, the study will try to find whether there is a significant difference between the same groups as time went by.
Reliability Analysis
The reliability of the (I/EMSEL) questionnaire including internal motivation dimension (Q1, Q2, Q3, Q4, Q5, Q6, Q7, Q9, Q10, Q11, Q12, Q17) and external motivation dimensions (Q8, Q13, Q14, Q15, Q16, Q18, Q19, Q20, Q21, Q22, Q23, Q24, Q25, Q26) is as table 1. Reliability is the stability and consistency of the scores from an instrument (Creswell, 2012). The Cronbach's Alpha for the adapted (I/EMSEL) Questionnaires that used in this study was a=.825（in table 2）. It is in the range of .8 to .9 and was consider as good (in whole questionnaire testing).
Table 2 Reliability Statistics
Cronbach's Alpha
Cronbach's Alpha Based on
Standardized
Items N of Items
.822 .825 26
The reliability of internal motivation dimension in questionnaire including 12 items is as table 3. The Cronbach's Alpha for the adapted (I/EMSEL) Questionnaires that used in this study was a=.833. It is in the range of .8 to .9 and was consider as good (from internal motivational dimension testing).
Table 3 Reliability Statistics
Cronbach's Alpha
Cronbach's Alpha Based on
Standardized
Items N of Items
.831 .833 12
The reliability of external motivation dimension in questionnaire including 14 items is as table: 4. The Cronbach's Alpha for the adapted (I/EMSEL) Questionnaires that used in this study was a=.777. It is in the range of .7 to .8 and was consider to be acceptable (from external motivational dimension testing).
Table 4 Reliability Statistics
Cronbach's Alpha
Cronbach's Alpha Based on
Standardized
Items N of Items
.774 .777 14
Validity Analysis
Because the reliability of the (I/EMSEL) Questionnaires a=.833>.7, its validity can be carried out after that. The results are as follow:
Table 5
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .661 Bartlett's Test of Sphericity Approx. Chi-Square 161.654
df 66
Sig. .000
In table 4, KMO=0.661, Sig. =000, that means the (I/EMSEL) Questionnaires can be done CFA.
Table 6
Total Variance Explained
Compone nt
Initial Eigenvalues
Extraction Sums of Squared Loadings
Rotation Sums of Squared Loadings
Total
% of
Variance
Cumulativ
e % Total
% of
Variance
Cumulati ve % Total
% of Varian ce
Cumul ative
% 1 4.569 38.076 38.076 4.56
9
38.076 38.076 3.519 29.326 29.326 2 2.010 16.750 54.827 2.01
0 16.750 54.827 2.428 20.234 49.560 3 1.284 10.698 65.524 1.28
4 10.698 65.524 1.916 15.964 65.524
4 1.109 9.245 74.770
5 .767 6.391 81.161
6 .697 5.809 86.970
7 .439 3.656 90.626
8 .365 3.045 93.670
9 .335 2.794 96.464
10 .196 1.635 98.099
11 .133 1.109 99.208
12 .095 .792 100.000
Extraction Method: Principal Component Analysis.
It can be seen from table 5 that there are 3 items with a characteristic root greater than 1, and the largest variance explanation rate is 29.326, which is less than 40% of the critical value, so there is no common variance deviation.
Table 7 Component Matrixa Component
1 2 3
Q1 .743
Q2 .595
Q3 -.501
Q4 .755
Q5 .756
Q6 .816
Q7 .578
Q9 .666
Q10 .658
Q11 .590 .624
Q12 .595 -.564
Extraction Method: Principal Component Analysis.
a. 3 components extracted.
Table 8
Rotated Component Matrixa Component
1 2 3
Q1 .666
Q2 .741
Q3 .677
Q4 .717 Q5 .875 Q6 .750
Q7 .792
Q9 .740 Q10 .563
Q11 .822
Q12 .772
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 7 iterations.
Table 9
Component Transformation Matrix
Component 1 2 3
1 .791 .473 .387
2 .113 -.736 .668
3 -.601 .484 .636
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
Result
Core English Vocabulary (CEV)
Through the (I/EMSEL) Questionnaires scores analysis, No.2, 4, 6, 7, 13, 15, 18, 22, 23, 25 were chosen as low motivation group; N0. 1, 8, 9, 14, 19, 21, 24, 28, 29, 30 were chosen as the high motivation group.
Core English Vocabulary (CEV) Descriptive Analysis
This study noted in the questionnaire was applied to the pilot sample study size of 30 students in class B in Xi Jing University
Pre-test descriptive analysis Statistics pre-test
N Valid 30
Missing 0
Mean 31.07 Std. Deviation 14.765
Variance 217.995
Skewness -.345
Std. Error of Skewness
.427
Kurtosis -.839
Std. Error of Kurtosis .833
Range 52
Minimum 0
Maximum 52
Normality assumes the distribution of sample mean to be normal. To measure normality shape, kurtosis and skewness were assessed. The table 3.3, illustrates the details of mean, standard deviation, skewness and kurtosis of the variable.
According to Gravetter & Wallnau (2012), data ranging between +/-3 for skewness and +/-10 for kurtosis is considered the normal rank.
Post- -test descriptive analysis Descriptive Statistics
N
Minim um
Maxim
um Mean
Std.
Deviatio
n Skewness Kurtosis
Statist ic
Statisti c
Statisti c
Statis
tic Statistic Statis tic
Std.
Error
Statis
tic Std. Error post-
test
30 5 76 43.67 18.284 -.151 .427 -.651 .833 Valid
N (listwi se)
30
Discussion and Limitation
While this study did provide support for the reliability and validity of responses to the VLMQ-C, it is important to note that there are a number of limitations associated with the study. In the first place, the antecedents of vocabulary learning motivation were not a focus of our investigation in this particular study.
To link vocabulary learning motivation with its antecedents and consequences, potential future researchers may extend the scope of this study and give additional evidence for the construct's validity by using sophisticated methods such as structural equation modelling to make the connection. Second, a quantitative research approach was taken for this investigation. The collection of longitudinal data to investigate the dynamic features of students' motivation in vocabulary learning might be something to think about for future studies.
Third, in this research, just the form and meaning of the words were evaluated, which only partially reflected the students' level of word knowledge. In the future, researchers might think about including a word usage test as part of their investigation. In the fourth place, the updated version of the questionnaire was only piloted in one particular region of the Chinese mainland. It is proposed that future research should include participants from different parts of China who come from a variety of different backgrounds. This will allow for the validity of the VLMQ-C to be evaluated, as well as the generalizability of the findings to be enhanced. Fifth, we want to encourage other researchers to change and contextualise their measurements for other psychological factors (like self- efficacy, mind-set, and engagement) in the same way that we did in this study.
Conclusion
Understanding the process of self-directed learning is essential, particularly in light of the growing importance of students educating themselves independently.
This research aims to discover the learning techniques that self-directed learners employ in their learning process. The most important takeaway from this analysis was that it demonstrated self-directed learners used a variety of learning techniques, including cognitive, metacognitive, social, and emotional. Throughout the course of their education, ranging from the most elementary to activities
requiring a high degree of intentionality, the cognitive intricacy of the situation to be more specific, it seems that low-cognitive methods were used more often.
Recognised as being more effective than high-cognitive tactics.
The use of metacognitive methods was seen as being the performance phase and the foresight phase are more closely related to the forethought phase than the forethought phase. Negatively, just a few papers documented all three stages of metacognition, including the phase known as self-reflection. In addition, there were three different types of social strategies that were investigated, but only one emotional approach. Reported. We want more research to be done so we can learn more about emotional strategies and higher-order thinking. The cognitive process involved in the acquisition of a language via self-directed study in order to maximise the potential of self-directed it is recommended that future studies concentrate on vocabulary learning through mobile technologies. Find out how people outside of the learning process can help self-directed vocabulary learners and how the level of proficiency of self-directed language learners is related to the strategies they use to learn the language.
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Appendix- A
Questionnaire about the Intrinsic /Extrinsic Motivation Scale of English Learning
Dear students,
We are now carrying on an investigation about non-English majors’ English language learning motivations in Xi Jing University. We truly welcome you to spend a few minutes to fill out this basic survey. Please select one score from 5 to 1（5=totally agree, 4=agree, 3= not sure, 2=disagree, 1= totally disagree) for every statement according to your own views. The survey does not intend to collect personal information, all data collected would be kept confidential and for academic research only.
Thank you!
• Q1. I like studying English.
• Q2. I will insist learning English when I meet the difficulties in learning it.
• Q3. I will accomplish my English assignment actively.
• Q4. I like to listen to English speech such as TED.
• Q5. I like to read some short and interesting English articles.
• Q6. I feel more self-confident in English studying than my classmates.
• Q7. I accomplish my assignments in English following after a plan.
• Q8. I study English very hard in order to have a good development in the coming career.
• Q9. I like to challenge the difficult tasks in English study.
• Q10. I pay much attention on English exams because I think that is the evaluation of my English level.
• Q11. I am fond of watching English movies.
• Q12. I feel happy when I can manage a tough task in English studying.
• Q13. I will study English much harder for the teacher’s acknowledgement.
• Q14. I rarely read English after the class.
• Q15. I study English merely for passing CET-4 or CET- 6.
• Q16. I nearly cannot finish English homework on my own.
• Q17. It is under great pressure to talk with foreign speakers.
• Q18. So as to get to know recent progress in my major, I study English very hard.
• Q19. The English achievement is an essential factor in getting the scholarship, so I study English very hard.
• Q20. I study English very hard merely for graduating from university on time.
• Q21. English is a key communicating tool so I study it very hard.
• Q22. So as to get a satisfactory job in the future I study English very hard.
• Q23. Studying English takes great merits on the future work.
• Q24. So as to go abroad in the future, I study English very hard.
• Q25. I learn English because the boss prefers multi-skilled people in the future job.
• Q26. In order to improve my computer skill, I must learn English well.
