Instructional practices and self-regulated learning in Chinese language classes

Instructional practices and self-regulated learning in Chinese language classes

• Lau, Kit Ling Chinese University of Hong Kong

Educational Psychology, 32(4), 427-450, 2012

Routledge

2012

• C Psychology & Learning
  • CB Psychology of Learning
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time

Chinese Students Instructional Practices Self Regulated Learning Motivation Strategies Teachers Students Comprehension Contexts Support Psychology

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study investigated the relation between teachers' instructional practices and students' self-regulated learning (SRL) in Hong Kong Chinese language classes using quantitative and qualitative methods. Participants were 1121 Grade 10 students from six secondary schools in Hong Kong. A Chinese reading comprehension (RC) test was used to assess the students' reading performance and a self-reported questionnaire measured their perception of reading instruction, strategy use and reading motivation. Classroom observations and in-depth interviews were conducted in one class at each school to explore what and how instructional practices supported or impeded SRL in real contexts. The findings of this study generally support the positive relation between SRL-based instruction and Chinese students' SRL. Among the four instructional variables, instrumental support from teachers showed the strongest relation with students' strategy use, motivation and RC. The degree of autonomy was low in Chinese language classes and was associated with students' negative reading behaviours.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2012.674634]

• English

Journal Articles

• 01443410

• 10.1080/01443410.2012.674634

https://bibliography.lib.eduhk.hk/bibs/17b18b15

2014-07-11