Research On Self-regulated English Vocabulary Learning Activities In Junior High School Supported By WeChat Mini Program

In recent years,mobile learning has not only become a new type of digital teaching method,but also provided more possibilities for many self-regulated learning activities after class.Vocabulary learning is fragmented,large quantity,and it needs multiple reviews.While mobile learning is convenient,personalized,and interactive.The emergence of vocabulary learning APP reflects the perfect combination of the characteristics of vocabulary and mobile learning.WeChat mini program inherits the characteristics of WeChat,such as wide use,huge number of users,and low threshold for use,which creates more opportunities for the further combination of vocabulary learning and mobile devices.The thesis takes vocabulary self-regulated learning activities as the research object,and takes junior high school students as participants,and explores the help of English vocabulary self-regulated learning activities to students’ English vocabulary learning based on WeChat mini programs.Starting from the most fundamental theoretical foundation,the thesis designs vocabulary self-regulated learning topics,forms,resources,and platforms,develops a WeChat mini program for vocabulary self-regulated learning,and verifies the actual effects experimentally.The thesis first discusses the research background,research significance,and research status,formulates research methods,and forms research processes.In the theoretical foundation part,it focuses on the study of self-regulated learning theory,activity theory,and the dimensions of English vocabulary learning.Secondly,it uses questionnaire research methods to explore the existing problems of vocabulary self-regulated learning of middle school students.The problems almost consist of two parts:lack of guidance in vocabulary learning methods and imbalanced learning effort in all dimensions of English vocabulary learning.Thirdly,based on the above survey and results analysis,self-regulated vocabulary learning activities after class includes the analysis of learners,learning content,activity goals,the design of activity tasks,rules,and evaluation,and the design,development,and implementation of activity tools.Finally,the first-year students in junior high school are selected as participants in the experimental research on self-regulated vocabulary learning activities after class.The results are obtained by analyzing the experimental data:(1)Self-regulated vocabulary learning activities are helpful for vocabulary acquisition;(2)Self-regulated vocabulary learning activities have varying degrees of impact on each dimension of the vocabulary,which has a greater impact on the "meaning" and "use"dimensions,and a smaller impact on the "form" dimension of the vocabulary.