Integrating Goal Setting into Vocabulary Learning Activities to Support Self Regulated Learning Among Grade 7 Students in English as A Foreign Language Lessons

Abstract

The motivation for this paper arises from the importance of supporting and guiding students to become more independent in their studies. One of the strategies is implementing self-regulated learning (SRL). SRL skills help students to become effective learners who can take charge of their own learning processes. Therefore, understanding and promoting SRL is essential for enhancing students' academic success and contribute to their overall development. The aim of this thesis is to explore how goal setting and study planning may influence students' performance in vocabulary tests. The aim of the thesis is to answer two research questions: 1. How can the students of grade 7 be supported in applying goal setting in their vocabulary development? 2. How does consistent vocabulary study correlate with the results in vocabulary assessments over time? The present master’s thesis consists of an introduction, two main chapters, a conclusion, a list of references, and seven appendices. Chapter 1 provides a literature review discussing the meaning and importance of SRL. It also introduces various SRL models, explores SRL application in foreign language classrooms, and examines the role of teachers in supporting SRL. Additionally, it discusses the significance of goal setting as the first step in SRL and provides an overview of vocabulary acquisition in EFL classroom. Chapter 2 offers an overview of a study conducted among 7th grade students in a city school located in the north of Estonia. The study aimed to understand how goal setting in vocabulary learning could improve students' performance. The master’s thesis concludes with a discussion summarising the key findings and conclusions of the study, followed by a list of references. All the questionnaires administered and vocabulary tests employed in the research are included in the appendices.