The Relationships among Learners’ Backgrounds, Metacognitive Vocabulary Learning Strategy Awareness and Mobile Vocabulary Learning Readiness

Abstract

The present study aims to investigate the relationship between the metacognitive vocabulary learning strategy awareness and the mobile vocabulary learning readiness among Taiwanese junior high school EFL students. A total of 372 participants completed a questionnaire which assessed their readiness towards mobile vocabulary learning. They also completed the Metacognitive Vocabulary Learning Strategy Awareness Questionnaire, which evaluated their awareness and perceived use of vocabulary learning strategies. The results indicated that the learners’ proficiency levels and ownership duration significantly influenced their readiness towards mobile vocabulary learning and metacognitive vocabulary learning strategy awareness. In addition, a significant correlation between the learners’ readiness and awareness was found.