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2020 | 20 | 4 | 41-58
Article title

HOW SAMR-BASED VOCABULARY TEACHING SHAPES VOCABULARY LEARNING STRATEGIES

Content
Title variants
Languages of publication
EN
Abstracts
EN
The study was aimed at identifying the learners’ vocabulary learning strategies as they were engaged in tasks assigned along the SAMR model. A class of EFL learners was taught vocabulary with the assignments following SAMR. The model led them through four stages: substitution, augmentation, modification, and redefinition. The results showed that the learners increasingly used digital technology to accomplish their tasks. Their strategies were relatively more diverse, too. The metacognitive and social strategies, however, did not emerge substantially in their report.
Year
Volume
20
Issue
4
Pages
41-58
Physical description
References
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Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-c6baac8b-65e4-4e70-8672-fc9b9b008e38
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