Journal Articles

Instructional practices and self-regulated learning in Chinese language classes

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Title:
Instructional practices and self-regulated learning in Chinese language classes
Authors:
- Lau, Kit Ling Chinese University of Hong Kong
Source:
Educational Psychology, 32(4), 427-450, 2012
Publisher:
Routledge
Year Published:
2012
Education Categories:
Keywords:
Chinese Students Instructional Practices Self Regulated Learning Motivation Strategies Teachers Students Comprehension Contexts Support Psychology
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Secondary Education
Abstract:
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]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 01443410
DOI:
- 10.1080/01443410.2012.674634
Permalink:
https://bibliography.lib.eduhk.hk/en/bibs/17b18b15
Entry Date:
2014-07-11