Collaborating with front-line teachers to incorporate self-regulated learning in Chinese language classes

Collaborating with front-line teachers to incorporate self-regulated learning in Chinese language classes

• Lau, Kit Ling Dept. of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong

Educational Research & Evaluation, 17(1), 47-66, 2011

London

Routledge

2011

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching
• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time

Independent Study Language Skills Learning Strategies Reading Teaching Secondary School Pupils Secondary School Teachers Teaching Methods Secondary Education

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13803611.2011.589985]

• English

Journal Articles

• 13803611

• 10.1080/13803611.2011.589985

https://bibliography.lib.eduhk.hk/en/bibs/b12a0eb7

2013-11-16