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The study of enhancing vocational senior high school students' professional English learning by Professional Vocabulary Quotient System
  • +4
  • Ing-Kui Lai,
  • Fan-Yue Tu,
  • Chien-Yun Dai,
  • Hsiu-Ming Lee,
  • Mei Hung Chen,
  • Li Yu Gao,
  • Yue-Hsi Yan
Ing-Kui Lai
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Fan-Yue Tu
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Chien-Yun Dai
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Hsiu-Ming Lee
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Mei Hung Chen
National Taiwan Normal University

Corresponding Author:[email protected]

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Yue-Hsi Yan
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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.