STUDENTS’ SELF-ASSESSMENT OF VOCABULARY LEARNING OUTCOMES THROUGH KAGAN’S FAN-N-PICK COOPERATIVE LEARNING STRATEGY

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.