STUDENTS’ SELF-ASSESSMENT OF FAN–N–PICK IMPLEMENTATION IN ENGLISH VOCABULARY LEARNING ACTIVITIES

Abstract

This study investigates students’ responses to the implementation of the Fan–N–Pick structure in English vocabulary instruction through a self-assessment questionnaire. It was used for the first time in the Primary Teacher Education Program to capture students’ evaluations and reflections on their learning experience throughout Fan–N–Pick–based activities. A descriptive quantitative design was employed. 26 students completed a 20-item closed-ended self-assessment questionnaire adapted from Cepni and Oner (2015) and Goto Butler and Lee (2010). The questionnaire measured six indicators of students’ learning experiences. The results show predominantly positive responses across the six indicators: learning goals, learning planning, expectations for success, self-control, process self-assessment, and product self-assessment. Students frequently indicated strong engagement, improved vocabulary performance, and positive perceptions toward cooperative vocabulary learning through Fan–N–Pick. The study provides insights into the use of Fan–N–Pick as an effective cooperative learning structure for vocabulary development in higher education. The structure supports 21st-century learning by promoting collaboration, communication, creativity, critical thinking, and social interaction. These findings suggest that Fan–N–Pick can serve as an engaging and meaningful instructional strategy for vocabulary learning in teacher education programs.