Xu, Meixia (2025) “Manage My Learning”: Mobile Game-Based Vocabulary Learning and Self-Regulation Strategies. PhD thesis, Victoria University.

Abstract

Vocabulary learning is fundamental to English as foreign language (EFL) proficiency and academic success. However, many EFL learners experience challenges such as low motivation, poor pronunciation and retention, and limited persistence. This action research examined how a mobile game-based vocabulary learning (MGBVL) app, paired with self-regulated learning (SRL) strategies, influenced the out-of-class vocabulary learning journey of five university EFL learners, focusing on learning outcomes, motivation, self-efficacy, and persistence. Quantitative and qualitative data were collected through learning journals, app logs, semi-structured interviews, and field notes. The findings suggest that game elements and SRL strategies can effectively work together to enhance vocabulary learning outcomes, motivation, self-efficacy, and persistence. Specifically, the level-based game mechanism, combined with SRL strategies such as goal-setting and self-reflection, enhanced motivation and persistence, directly contributing to improved outcomes. Furthermore, game-based sensations of achievement, when paired with self-observation and self-reflection strategies like selfevaluation and self-reaction, strengthened self-efficacy and persistence. Game elements such as immediate feedback also supported engagement and learning outcomes when integrated with selfcontrol and self-observation strategies. This study contributes to a deeper understanding of how SRL strategies and game elements facilitate EFL vocabulary learning success. It also offers insights for EFL educators seeking to support adult students’ out-of-class vocabulary learning. Future research is encouraged to expand and diversify sample sizes to further explore the impact of combining MGBVL apps with SRL strategies across broader learner groups and other language skills, such as speaking.

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