Publication:
A structural equation modeling of metacognition and motivation in vocabulary learning strategy use

dc.contributor.affiliation#PLACEHOLDER_PARENT_METADATA_VALUE#en_US
dc.contributor.authorNadya Supianen_US
dc.date.accessioned2024-10-08T08:15:54Z
dc.date.available2024-10-08T08:15:54Z
dc.date.issued2014
dc.description.abstractEffective use of vocabulary learning strategies such as guessing, dictionary use, memory recall and activation makes learners more independent and capable of taking on more responsibility for their own learning, involvement and proficiency. The act of regulating the use of these learning strategies is known as metacognition. Metacognition refers to the condition of having executive control over one’s cognitive processes, and being aware of one’s thinking while performing a specific task and then using this awareness to regulate what one is doing. Similarly, having a strong motivation to succeed in language learning goals is considered just as important as having the language aptitude for the successful acquisition of the target language. Motivation can be said to consist of 3 components, namely instrinsic motivation, extrinsic motivation, control of learning beliefs and self-efficacy. This research aimed to identify if a relationship exists among metacognition, motivation and vocabulary learning strategy use. The study was focused on finding out to what extent 1)metacognition influences motivation, 2)motivation influences vocabulary learning strategy use and 3)metacognition influences vocabulary learning strategy use via motivation. Data was collected from 201 students from a private local university and analysed using structural equation modelling. The results indicated a good model fit (?² = 263.928, df= 162, p = 0.0001), with a CMIN/df of 1.629.TLI = 0.923, CFI = 0.934, RMSEA = 0.056. It was found that metacognition does influence motivation to a large extent, thus a learner who is metacognitively aware is more likely to be highly motivated in his or her learning. It was also reported that motivated learners who were metacognitively engaged were more likely to employ a more effective application of vocabulary learning strategies.en_US
dc.description.callnumbert LB 1067 N138S 2014en_US
dc.description.degreelevelDoctoralen_US
dc.description.identifierThesis :A structural equation modeling of metacognition and motivation in vocabulary learning strategy use /by Nadya Supianen_US
dc.description.identityt00011304519NadyaSupianen_US
dc.description.kulliyahKulliyyah of Educationen_US
dc.description.notesThesis (Ph.D)--International Islamic University Malaysia, 2014en_US
dc.description.physicaldescriptionxiv, 193 leaves : ill. ; 30cm.en_US
dc.description.programmeDoctor of Philosophy in Educationen_US
dc.identifier.urihttps://studentrepo.iium.edu.my/handle/123456789/9910
dc.identifier.urlhttps://lib.iium.edu.my/mom/services/mom/document/getFile/9Vyr5aVCxk8c40xIZscvuFnBAVWn5Tx320150306154352463
dc.language.isoenen_US
dc.publisherKuala Lumpur : International Islamic University Malaysia, 2014en_US
dc.rightsCopyright International Islamic University Malaysia
dc.subject.lcshCognitive learningen_US
dc.subject.lcshMetacognitionen_US
dc.titleA structural equation modeling of metacognition and motivation in vocabulary learning strategy useen_US
dc.typeDoctoral Thesisen_US
dspace.entity.typePublication

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