Students often have difficulties in self-regulating their vocabulary learning in mobile-assisted language learning (MALL). Building on past studies of vocabulary learning, MALL, self-regulation, and personalised learning (PL), we propose a self-regulated, collaborative, personalised vocabulary (SCPV) learning approach in MALL. In this exploratory mixed-methods study, 35 university students learned second language (L2) vocabulary via the SCPV or a self-regulation-only (S) approach. Data were collected through pre- and post-surveys, personalised vocabulary tests, and interviews. The results indicated that the new approach may hold more potential to help learners achieve better productive vocabulary knowledge. Thematic analyses of interviews indicated that the SCPV students enhanced their vocabulary learning; specifically, these students demonstrated a systematic understanding of vocabulary learning processes. Furthermore, specific PL roles (e.g., community sharing of self-regulated vocabulary learning) showed how collaborative PL could aid participants' development of self-regulated learning. Implications include how to conduct self-regulated training in MALL and designing both individual and collaborative tasks that involve PL.
Ma et al. (Mon,) studied this question.