Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong

Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong

• Tse, Shek Kam The University of Hong Kong
• Lin, Lin Shanghai University of Finance & Economics
• Ng, Rex Hung Wai The University of Hong Kong

International Journal of Bilingual Education and Bilingualism, 25(9), -, 2022

Routledge

2022

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching

Self-regulated Learning Strategies Reading Comprehension Bilingual Reading Development Primary Education

• Hong Kong

• 1997.7 onwards

• Primary Education

The study examined the relationships between self-regulated learning (SRL) strategies used by 2,894 bilingual primary school students and their Chinese and English reading test performance. Exploratory factor analysis of the self-reported SRL strategy use questionnaire yielded two factors of strategies (planning and monitoring) used in both Chinese and English reading. The analysis of the structural equation model indicated that the planning and monitoring strategies used in Chinese reading positively affected their corresponding strategies used in English reading. The Chinese planning and monitoring strategies directly and positively affected both Chinese and English reading test performance. The English planning had a positive effect on English reading test performance while the English monitoring strategy did not affect English reading test performance. The results contribute to the knowledge of SRL in second language and bilingual education in the Chinese context. Copyright © 2022 Routledge.

• English

Journal Articles

• 13670050

• 10.1080/13670050.2022.2049686

https://bibliography.lib.eduhk.hk/bibs/57de73ef

2023-05-08