Promoting students' self-regulation in vocabulary acquisition with the support of web-based pedagogical tools

One of the essential purposes of successful vocabulary instruction is to prepare learners to be independent and strategic in word learning. In comparison with the research in language learning strategy area, Self-Regulated Learning (SRL), a multidimensional construct, has been frequently investigated outside of the ESL/EFL context. This article discusses how SRL concepts can be incorporated into the language strategy instruction to promote ESL/EFL learners' self-regulation and achievement in vocabulary learning. In addition, in contrast to the traditional strategy instruction in the classroom, the potentials of web-based technological tools in supporting self-regulated learning have been investigated and advocated by some researchers since the last decade. This papers provides some recommendations on how to promote self-regulatory since strategies in vocabulary learning using Web-Based Pedagogical Tools (WBPT). With a theoretical basis of social cognitive learning theory, this paper provides: (a) an overview of the nature and process of SRL; (b) a description of research in the language learning strategies area and the implications of SRL in language learning strategy model; (c) discussion of the current approaches for vocabulary learning and independent vocabulary learning strategies; (d) a suggested model on promoting self-regulation strategies in vocabulary learning; (e) specific recommendations on how to operationalise self-regulation strategies for vocabulary learning using WBPT in an on-line learning context