A Study Of College Students' SRL Behavior In The Academic Vocabulary Based On The WeChat Public Platform

Recently, college English teaching has gradually transformed from EGP (English for General Purpose) to EAP (English for Academic Purpose). With information technology rapidly developing and college English teaching reform deepening, EAP courses have been popularized at research-based universities. By manipulating contextual factors, this study designs three SRL (Self-regulated learning) activities of academic vocabulary on WeChat public platform to observe students' behavioral change under different learning conditions, and explores students'behavior features and primary factors affecting their SRL. The learning strategy based on WeChat public platform would provide several suggestions and reference for developing a SRL activity in college students.In this study, a learning strategy that combines face-to-face teaching with social media-based learning is employed in SRL activities of academic vocabulary. Both quantitative and qualitative methods are used for a further exploration of SRL behaviors under three different conditions:1. intentional word learning mode, zero external control, individual learning condition; 2. intentional word learning mode, test controlled condition; 3. incidental word learning, semi-controlled group learning condition (supported with online chat group), via statistic function of WeChat public platform, students'self-reflection, vocabulary tests scores and interview.Results indicate that Chinese non-English major college students can engage in SRL and have SRL awareness. Having compared the three SRL activities, it can be seen that students' participation for students with definite goals and for those in certain learning environment is higher than those without clear requirements and in vocation. The main features of Chinese non-English major college students'SRL behavior are low level of vocabulary's productive ability, active procrastination and weekday-based SRL. According to the self-reflection and interview, the majority of students express their recognition of academic vocabulary and wills to engage in the SRL activities. Exam-driven motivation and self-planning are the two most influential factors that affect their SRL behaviors. This study provides suggestions for students as well as teachers and helps teachers to construct a teaching model incorporating traditional teaching with social network service.