The study of enhancing vocational senior high school students'
professional English learning by Professional Vocabulary Quotient System
Abstract
This study aimed to explore the relationship between learning support,
school support, perceived technology control, independent happiness,
learning engagement, and learning achievement among vocational senior
high school students.
Design/Methodology/Approach
Based on purposive sampling to collect data from 305 students who
participated in the competition, a Professional Vocabulary Quotient
Credential Assessment System was used to assess their learning
achievements. Researchers have developed this instrument through a
literature review. It consisted of 30 items and 6 factors and passed the
reliability and reliability tests. Structural equation modeling was
employed as the data analysis method.
Findings
The results supported that independent variables, such as learning
support, school support, perceived technology control, and independent
happiness, could positively predict learning engagement. Furthermore,
learning engagement plays a mediating role between the independent
variables and learning achievement.
Originality/value
This study investigated the interplay between learning support, school
support, perceived technology control, independent happiness, learning
engagement, and learning achievement in vocational senior high school
students. Utilizing structural equation modeling and a purposeful sample
of 305 competition-participating students, this research developed a
30-item instrument validated for reliability. The results indicated that
learning support, school support, perceived technology control, and
independent happiness positively predicted learning engagement. Notably,
learning engagement emerged as a significant mediator between these
independent variables and learning achievements. The study underscores
the importance of multifaceted support systems, including technology
perceptions and individual well-being, in fostering student engagement
and subsequently influencing academic success. The findings offer
practical implications for educators, suggesting avenues for targeted
interventions to enhance the learning experience and outcomes of
vocational senior high school students.