本研究探討整合聽力策略教學與自我調節學習（SRL）電子學習檔案之教學介入措施對學術詞彙習得之成效。採用多重案例混合研究法設計，追蹤三位台灣大學英語系學生在為期十週、結合 TED Talks 影片之課程中的學習軌跡。研究透過詞彙知識量表（VKS）、電子學習檔案成果及半結構化訪談進行數據三角驗證，將學習者歸納為三大典型：策略型學習者、新興型學習者與表面型學習者。研究發現：儘管電子學習檔案能提供認知支架並提升學習者元認知覺察，學習成效仍高度受制於個人能力與情緒調節能力。此外，研究指出教育者應意識「專家反向效應」，避免採用僵化結構對高成就學習者施加額外認知負荷。

The study investigates the efficacy of instructional intervention integrated listening strategy instruction with Self-Regulated Learning (SRL)-based e-portfolios on academic vocabulary acquisition. A multiple-case mixed-method study design was used. The research tracked the learning trajectories of three Taiwanese university English majors over a ten-week intervention integrating with TED Talks videos. Data were triangulated through the Vocabulary Knowledge Scale (VKS), e-portfolio artifacts, and semi-structured interviews. The study identified learners in three archetypes: the Strategic Learner, the Emergent Learner, and the Surface Learner. The research revealed that while the e-portfolio provides cognitive scaffolding and enhances learners’ metacognitive awareness, learning outcomes are still heavily affected by individual proficiency and emotional regulation. Furthermore, it suggested that educators should be aware of the Expertise Reversal Effect and avoid rigid structures that impose additional cognitive load on high-performing learners.

Acknowledgements	i
Table of Contents	iv
Chapter 1	1
Introduction	1
1.1 Research Background	1
1.2 Purpose of the Study and Research Questions	5
1.3 Scope & Limitations	6
Chapter 2	8
Literature Review	8
2.1 The Role and Challenges of Academic Vocabulary Acquisition	8
2.2 Self-Regulated Learning in Language Education	12
2.3 Listening strategies	15
2.4 The E-Portfolio as a Scaffolding Tool for Self-Regulated Learning	18
2.5 Synthesis and Research Gap	21
Chapter 3	23
Methodology	23
3.1 Research Design	23
3.2 Participants	24
3.3 Research Instruments	29
3.3.1 Target Vocabulary Selection	29
3.3.2 The Vocabulary knowledge Scale (VKS)	30
3.3.3 The E-portfolio	31
3.3.4 Semi-structured Interviews	33
3.4 Research Procedure	34
3.5 Data Collection	38
3.5.1 The Vocabulary Knowledge Scale (Pre- and Post-test)	38
3.5.2 The E-portfolio Entries	38
3.5.3 Semi-Structured Interviews	43
3.6 Data Analysis	44
Chapter 4	46
Result	46
4.1 RQ1: Learning Archetypes	46
4.2 RQ2: Outcomes of Academic Vocabulary Acquisition	50
4.2.1 Formulaic Templates vs. Generative Use	53         
4.2.2 Personalization vs. Decontextualized Production	57
4.3 RQ3: The Process of Strategy Application	59
4.3.1 Evolution of Strategy Repertoire	59
4.3.2 Qualitative Analysis of Inference Behaviors	62
4.4 RQ4: Perceptions and Challenges	67
4.4.1 The Dual Roles of Scaffolding	67
4.4.2 Metacognitive Awareness: Monitoring and Evaluation	69
4.4.3 Cognitive Load and Challenges	71
Chapter 5	73
Discussion and Conclusion	73
5.1 Summary of Major Findings	73
5.2 Discussion	75
5.2.1 The Multifaceted Role of Scaffolding	75
5.2.2 Metacognitive Dynamics	78
5.2.3 The Synergy of Inferencing and Elaboration for Vocabulary Depth	80
5.2.4 Cognitive Load Analysis	82
5.3 Pedagogical Implications	84
5.4 Limitations of the Study	86
5.5 Suggestions for Future Research	87
5.6 Conclusion	89
Reference	91
Appendix A	100
Appendix B	104
Appendix C	109

Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2012). Improving Vocabulary 
Learning in Foreign Language Learning Through Reciprocal Teaching Strategy. International Journal of Learning and Development, 2(6), 186. https://doi.org/10.5296/ijld.v2i6.2882 
Al-Rashidi, A. H., Vadivel, B., Ramadan Khalil, N., & Basim, N. (2023). The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: Insights from working memory capacity. Language Testing in Asia, 13(1), 24. https://doi.org/10.1186/s40468-023-00237-1 
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition (1 st Edition). Routledge. 
Bozorgian, H., Muhammadpour, M., & Mahmoudi, E. (2022). Embedding L2 Listening Homework in Metacognitive Intervention: Listening Comprehension Development. Frontiers in Education, Volume 7-2022. https://doi.org/10.3389/feduc.2022.819308 
Cambridge, D. (2010). Eportfolios for Lifelong Learning and Assessment. John Wiley & Sons. 
Chen, Y.-L. E., & Kraklow, D. (2015). Taiwanese College Students’ Motivation and Engagement for English Learning in the Context of Internationalization at Home: A Comparison of Students in EMI and Non-EMI Programs. Journal of Studies in International Education, 19(1), 46–64. https://doi.org/10.1177/1028315314533607 
Cheng, H.-F., & Dörnyei, Z. (2007). The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153–174. https://doi.org/10.2167/illt048.0 

Tat Cheung, H., Hsu, C.-L., & Ts’ou, B. (2024). The role of vocabulary and grammar in the listening text comprehension of school-age Cantonese-speaking children with developmental language disorder. Brain and Language, 248, 105360. https://doi.org/10.1016/j.bandl.2023.105360 
Cleary, T. J., Callan, G. L., & Zimmerman, B. J. (2012). Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols. Education Research International, 2012(1), 428639. https://doi.org/10.1155/2012/428639 
Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34(2), 213. https://doi.org/10.2307/3587951 
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: SAGE. - References—Scientific Research Publishing. (n.d.). Retrieved December 1, 2025, from https://www.scirp.org/reference/referencespapers?referenceid=2697821 
Dörnyei, Z. (2009). The L2 motivational self system. Motivation, Language Identity, and the L2 Self, 36(3), 9–42. https://doi.org/10.21832/9781847691293-003 
Durbahn, M., Rodgers, M., Macis, M., & Peters, E. (2024). Lexical coverage in L1 and L2 viewing comprehension. Studies in Second Language Acquisition, 46(4), 1045–1068. 
Elhusein, A. (2024). Predictors of academic achievement in distance learning for Sudanese nursing students. Rawal Medical Journal, 49(1), 59. https://doi.org/10.5455/rmj.20231218072424 
Feng, Y., & Webb, S. (2019). LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING: WHICH MODE OF INPUT IS MOST EFFECTIVE? Studies in Second Language Acquisition, 42(3), 499–523. https://doi.org/10.1017/S0272263119000494 
Gilakjani, A., & Sabouri, N. (2016). Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review. English Language Teaching, 9(6), p123. https://doi.org/10.5539/elt.v9n6p123 
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165–182. https://doi.org/10.1016/j.system.2005.11.001 
Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21(2), 181–193. https://doi.org/10.1017/S0272263199002028 
Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal, and automaticity. In P. Robinson (Ed.), Cognition and Second Language Instruction (1st ed., pp. 258–286). Cambridge University Press. https://doi.org/10.1017/CBO9781139524780.011 
Hyland, K., & Tse, P. (2007). Is There an “Academic Vocabulary”? TESOL Quarterly, 41(2), 235–253. https://doi.org/10.1002/j.1545-7249.2007.tb00058.x 
Jin, Z., & Webb, S. (2020). Incidental Vocabulary Learning Through Listening to Teacher Talk. The Modern Language Journal, 104(3), 550–566. https://doi.org/10.1111/modl.12661 
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23–31. https://doi.org/10.1207/S15326985EP3801_4 
Kang, D.-M. (2024). L2 learners’ aural and orthographic phrasal verb knowledge in relation to their listening comprehension. System, 123, 103331. https://doi.org/10.1016/j.system.2024.103331 
Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the Craft of Qualitative Research Interviewing. SAGE. 
Lam, R. (2022a). E-journal.uum.edu.my/index.php/mjli/article/view/mjli2021.18.1.6. https://e-journal.uum.edu.my/index.php/mjli/article/view/mjli2021.18.1.6 
Lam, R. (2022b). E-Portfolios for self-regulated and co-regulated learning: A review. Frontiers in Psychology, 13, 1079385. https://doi.org/10.3389/fpsyg.2022.1079385 
Laufer, B. (1997). The lexical plight in second language reading: Words you don’t know, words you think you know, and words you can’t guess (pp. 20–34). https://doi.org/10.1017/CBO9781139524643.004 
Lee, J. S., Lee, K., & Chen Hsieh, J. (2022). Understanding willingness to communicate in L2 between Korean and Taiwanese students. Language Teaching Research, 26(3), 455–476. https://doi.org/10.1177/1362168819890825 
Louca, L. T., & Zacharia, Z. C. (2012). Modeling-based learning in science education: Cognitive, metacognitive, social, material, and epistemological contributions. Educational Review, 64(4), 471–492. https://doi.org/10.1080/00131911.2011.628748 
Maftoon, P., & Fakhri Alamdari, E. (2020). Exploring the Effect of Metacognitive Strategy Instruction on Metacognitive Awareness and Listening Performance Through a Process-Based Approach. International Journal of Listening, 34(1), 1–20. https://doi.org/10.1080/10904018.2016.1250632 
Marulis, L. M., & Neuman, S. B. (2010). The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis. Review of Educational Research, 80(3), 300–335. https://doi.org/10.3102/0034654310377087 
Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. Dominie Press. https://cir.nii.ac.jp/crid/1970304959822516886 
Milliner, B., & Dimoski, B. (2024). The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy. Language Teaching Research, 28(2), 679–713. https://doi.org/10.1177/13621688211004646 
Mohammad, A., & Alsharf, A. (2025). Listening Comprehension Difficulties of EFL Students at the Faculty of Languages and Translation, Azzaytuna University. AlQalam Journal of Medical and Applied Sciences, 2148–2154. https://doi.org/10.54361/ajmas.258410 
Nation, I. S. P. (2001). Learning vocabulary in another language (8. print). Cambridge Univ. Press. 
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090 
Oxford, R. L. & others. (1999). Anxiety and the language learner: New insights. Affect in Language Learning, 58(3), 67–91. 
Papst, A. (2016). Learning Vocabulary In Another Language. 
Paribakht, T. S., & Wesche, M. (1996). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition: A Rationale for Pedagogy (pp. 174–200). Cambridge University Press. https://doi.org/10.1017/CBO9781139524643.013 
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage publications. 
Pei, T., Suwanthep, J., & Lu, H. (2023). The effect of self-directed online metacognitive listening practice on Chinese EFL learners’ listening ability, metacognition, and self-efficacy. Frontiers in Psychology, 14, 1285059. https://doi.org/10.3389/fpsyg.2023.1285059 
Pellicer-Sánchez, A. (2016). INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING: An Eye-Tracking Study. Studies in Second Language Acquisition, 38(1), 97–130. https://doi.org/10.1017/S0272263115000224 
Peters, E., & Webb, S. (2018). INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING. Studies in Second Language Acquisition, 40(3), 551–577. https://doi.org/10.1017/S0272263117000407 
Plano Clark, V. L. (2019). Meaningful integration within mixed methods studies: Identifying why, what, when, and how. Contemporary Educational Psychology, 57, 106–111. https://doi.org/10.1016/j.cedpsych.2019.01.007 
Qian, D. D. (2002). Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective. Language Learning, 52(3), 513–536. https://doi.org/10.1111/1467-9922.00193 
Raja Harun, R. N. S., Hanif, M. H., & Choo, G. S. (2021). The pedagogical affordances of e-portfolio in learning how to teach: A systematic review. Studies in English Language and Education, 8(1), 1–15. https://doi.org/10.24815/siele.v8i1.17876 
Read, J. A. S. (2000). Assessing Vocabulary. Cambridge University Press. 
Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91(3), 537–548. https://doi.org/10.1037/0022-0663.91.3.537 
Restrepo Ramos, F. D. (2015). Incidental Vocabulary Learning in Second Language Acquisition: A Literature Review. PROFILE Issues in Teachers’ Professional Development, 17(1), 157–166. https://doi.org/10.15446/profile.v17n1.43957 
Schmitt, N. (2000). Vocabulary in language teaching (10th. pr). Cambridge University Press. 
Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. Springer. 
Shao, J., Chen, Y., Wei, X., Li, X., & Li, Y. (2023a). Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis. Frontiers in Psychology, 14, 1110086. https://doi.org/10.3389/fpsyg.2023.1110086 
Shao, J., Chen, Y., Wei, X., Li, X., & Li, Y. (2023b). Frontiers | Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis. https://doi.org/10.3389/fpsyg.2023.1110086 
Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. 
Teng, M. F. (2022). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 105, 102736. https://doi.org/10.1016/j.system.2022.102736 
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons. 
Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition. Applied Linguistics, 27(1), 78–102. https://doi.org/10.1093/applin/ami046 
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. https://doi.org/10.1017/S0261444807004338 
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. New York. 
Vandergrift, L., & Goh, C. C. (2018). How listening comprehension works. In Teaching English to second language learners in academic contexts (pp. 125–144). Routledge. 
Vidal, K. (2011). A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition. Language Learning, 61(1), 219–258. https://doi.org/10.1111/j.1467-9922.2010.00593.x 
Vuković-Stamatović, M. (2023). Vocabulary suitability of science TED talks for English for science teaching and learning. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 36(1), 307–328. https://doi.org/10.1075/resla.20062.vuk 
Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press. 
Webb, S., & Chang, A. C.-S. (2015). Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning? Language Teaching Research, 19(6), 667–686. https://doi.org/10.1177/1362168814559800 
Webb, S., & Nation, P. (2017). How Vocabulary is Learned. Oxford University Press. 
Webb, S., Uchihara, T., & Yanagisawa, A. (2023). How effective is second language incidental vocabulary learning? A meta-analysis. Language Teaching, 56(2), 161–180. https://doi.org/10.1017/S0261444822000507 
Yang, T., Wang, Y., & Yang, C. (2025). Unravelling the effectiveness of self‐regulated language learning intervention on Chinese EFL students’ motivation, strategic competence and english proficiency: A mixed methods study. British Educational Research Journal, 51(1), 4–24. https://doi.org/10.1002/berj.4061 
Yeh, C.-C. (2014). Taiwanese Students’ Experiences and Attitudes towards English-Medium Courses in Tertiary Education. RELC Journal, 45(3), 305–319. https://doi.org/10.1177/0033688214555358 
Yin, R. K. (2018). Case study research and applications: Design and methods (Sixth edition). SAGE. 
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2