The Effectiveness of Self-regulated Learning Strategies on Chinese College Students' English Learning

The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated learning can help improve Chinese college students' English learning, and help them perform better in the National English test-CET-4 (College English Test Level-4,).

The Model of Speaking in Teaching Indonesian to Foreign Speakers Based on Self-Regulated Learning and Anxiety Reduction Approaches

Model for spoken is expected to overcome difficulties in teaching and learning Indonesian language for foreign speakers. Language anxiety is the anxiety that arises when a person learns foreign language. Foreign Language Anxiety （anxiety to learn a foreign language） is of concern or negative emotional reactions that arise when studying or using foreign language. Self-regulated learning is an active and constructive process undertaken by learners in setting goals for their learning and trying to monitor, regulate, and control of cognition, motivation, and behavior, then everything is directed and driven by purpose and adapted to the context and environment. The research method used is an R and D （research and development） method with a sample of foreign speakers of Chinese. Variables that receive interference are the ability to speak in Indonesian, while the variables used to interfere with the self-regulated learning and language anxiety as a variable controller. Intrapersonal factors become barriers that cause stuttering speech limited due to the mastering subject content. On the basis of that, this speaking model applies the principle of self-regulated learning in the learning process, using a communicative and contextual approach. This model intended for foreign speakers who learn Indonesian language outside of Indonesia, so to bring the atmosphere mandated in sociolinguistic built through media and relevant teaching methods.

The Role of Self-regulation in Blended Learning

Self-regulation is crucial to learners’learning outcomes in a blended education context.This paper first discusses its definitions and importance,then explores factors affecting self-regulation,and finally puts forward several ways to improve learners’self-regulation.

The Relationships between the Short Video Addiction,Self-Regulated Learning,and Learning Well-Being of Chinese Undergraduate Students

Background:With the global popularity of short videos,particularly among young people,short video addiction has become a worrying phenomenon that poses significant risks to individual health and adaptability.Self-regulated learning(SRL)strategies are key factors in predicting learning outcomes.This study,based on the SRL theory,uses short video addiction as the independent variable,SRL strategies as the mediating variable,and learning well-being as the outcome variable,aiming to reveal the relationships among short video addiction,self-regulated learning,and learning well-being among Chinese college students.Methods:Using a cross-sectional study design and applying the snowball sampling technique,an online survey was administered to Chinese undergraduate students.A total of 706 valid questionnaires were collected,with an effective response rate of 85.7%.The average age of the participants was 20.5 years.Results:The results of structural equation modeling indicate that 7 hypotheses were supported.Short video addiction was negatively correlated with self-regulated learning strategies(preparatory,performance,and appraisal strategy),while SRL strategies were positively correlated with learning well-being.Additionally,short video addiction had a mediating effect on learning well-being through the three types of SRL strategies.The three types of SRL strategies explained 39%of the variance in learning well-being.Conclusion:Previous research has typically focused on the impact of self-regulated learning strategies on media addiction or problematic media use.This study,based on the SRL model,highlights the negative issues caused by short video addiction and emphasizes the importance of cultivating self-regulation abilities and media literacy.Short video addiction stems from failures in trait self-regulation,which naturally impairs the ability to effectively engage in self-regulation during the learning process.This study confirms and underscores that the SRL model can serve as an effective theoretical framework for helping students prevent short video addiction,engage in high-quality learning,and consequently enhance their learning well-being.

The Nature and Use of Technology-Based Self-Regulated Learning Strategies Among EFL Students

This study explored the nature and use of technology-based self-regulated learning(SRL)strategies among the Chinese university students.A total of 20 undergraduate students in China's Mainland were invited to participate in a focus group interview.The students reported using four types of technology-based SRL strategies including cognitive,meta-cognitive,social behavioral,and motivational regulation strategies.Among the strategies,technology-based vocabulary learning was reported to be a dominant strategy by the students.This study opens a new window to understanding how English as a foreign language(EFL)students utilize different strategies to learn English in technology-based learning context.

Understanding the effects of structured self-assessment in directed,self-regulated simulation-based training of mastoidectomy:A mixed methods study

Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.

The Influence of the Learning Environment on Learner Autonomy： A Comparative Study of Polish and Yemeni EFL Undergraduate Learners

The goal of autonomous language learning is to create an atmosphere where learners take charge of their own learning. Creating this atmosphere encounters various challenges which are partially context-specific. Influenced by the learning environment, learnners of different educational contexts vary in their degree of autonomy. The present study examines the impact of the learning environment on learner autonomy at higher education. The study focuses on the differences between Polish and Yemeni EFL （English as a Foreign Language） learners with respect to their autonomy in language learning. A questionnaire was distributed to a total of 140 （59 Polish and 81 Yemeni） undergraduate learners. The questionnaire was coded into seven categories： beliefs and attitudes, planning, management, self-regulation, sources and materials, in-class responsibility, and out-of-class responsibility. Data were analysed quantitatively via SPSS （Statistical Product and Service Solutions）. Independent Sample t-Test is used to investigate the differences between Polish and Yemein learners and Pearson Correlation is used to perform correlational analysis among the seven categories. The results show significant differences between Polish and Yemeni learners in some of the categories as well as a significant correlation among other categories

Enhancing Music Learning With Digital Tools： A Case Study of a Student Using iSCORE

iSCORE is a digital tool, available without charge, which was designed for students who take lessons from independent music teachers. One of the challenges of this learning format is that students must develop strategies to practice on their own between lessons, iSCORE can help meet that challenge by supporting students as they develop strategies for self-regulation to enhance their goal-setting, practice strategies, and abilities to reflect and critique their progress. This paper describes a case study of a 15-year-old pianist who learned to play a difficult piece of repertoire by using iSCORE to archive and compare performances, develop strategies, and reflect on his learning.

THE INFLUENCE OF ACHIEVEMENT ATTRIBUTIONS ON SELF-REGULATED LANGUAGE LEARNING BEHAVIORS

This study intends to explore the effects of achievement attributions on self-regulated language learning behaviors. The study was carried out by means of a questionnaire which includes two parts, that is, achievement attributions scale and self-regulated language learning behaviors scale. 112 undergraduate students participated in the study. The results of data analysis proved that achievement attribution does influence self-regulated language learning behaviors and that different achievement attributions have different effects on self-regulated language learning behaviors. Based on the results implications for foreign language teaching are suggested.

Using Classroom Assessment to Promote Self-Regulated Learning and the Factors Influencing Its(In)Effectiveness

The present study adopts a mixed method design to investigate the effect of seven classroom assessment(CA)features on student self-regulated learning(SRL)and further explored factors that influenced the effect.Twelve teachers and their students(valid data points tallying 630)from three Chinese high schools participated in the study.Structural equational modelling results showed that the CA features had varied impacts.Specifically,self-assessment most effectively enhanced SRL,followed by teacher instruction and structured guidance,then teacher feedback;assessment task and student choice had mixed impacts.Peer-assessment and CA environment reduced SRL.Five influencing factors were revealed through both teacher and student interviews,namely,student engagement with the assessment task,student dependence on authority,prospective gains in the gaokao,intractable motivation and learning approach,and student-teacher relationship.The research has practical implications for SRL promotion.

A Qualitative Examination of Classroom Assessment in Chinese High Schools from the Perspective of Self-Regulated Learning

The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)and self-regulated learning(SRL),the authors have formulated a conceptual framework outlining the CA features that promote SRL among students.Guided by this framework,the 12 high school teachers’CA practice was scrutinized to find out to what extent their CA was pro-SRL.Based on interview data and classroom observation,gaps were found in Chinese high school teachers’CA.First,CA tasks are primarily low-level closed-end problems,with rare exceptions.Second,students are not allowed much autonomy in CA.Third,self-assessment practice is mostly self-grading.Fourth,peer-assessment is uncommon and mainly involves simply marking peers’work.Fifth,teacher feedback is focused on task and process levels;regulation-level feedback is less common.Sixth,despite teachers’encouragement,most students feel threatened by CA.

Effects of Intervention on Self-Regulated Learning for Second Language Learners

The study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes： goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included mukiple outcome variables, which were grouped into three categories： students＇ motivational beliefs, students＇ strategy use, and students＇ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.

A Chinese Learner and Her Self-Regulated Learning:An Autoethnography

In this paper,I use an autoethnographical approach,coupled with existing research literature on Chinese learners and learning,to reflect upon my own experiences as a junior high school student in order to explore how Chinese students perceive their learning,and how they establish and justify their own sense of self-regulation in learning.It is found there is a hybrid of nuanced cultural meanings underneath the self-regulated learning experiences in the Chinese context.

Self-Regulated Learning in Classroom Interaction in a Summer English Programme

The study examined how Chinese non-English majors engaged in classroom interaction with their native English teacher and their peers and how they negotiated meaning to reach successful communication through scaffolding in a summer intensive English program in a key university in China. Sixteen Chinese non-English majors and one native English speaker were observed in three tasks:a decision-making task,an information gap task between the students and an interview task between the teacher and the students. The findings showed that the students initiated more to signal problems when communicating with their peers than with the native teacher when confronting communication breakdowns. In the peer interaction, 163 scaffolding episodes within 7 categories were identified with Feedback(25. 77%)as the most frequent category. Through their peers’ scaffolding, the students were able to self-regulate their discourse. Both the more proficient and less proficient learners were able to and willingly to offer assistance to each other,however,sometimes produce incorrect output. They may also fail to scaffold the peers because of their limited L2 knowledge. In the teacher student interaction,284 scaffolding episodes of 8 kinds were identified with Recruitment(29. 58%) as the most frequent category. The teacher scaffolded the students by demonstrating, simplifying the task and then gave positive feedback and interpretively summarized the students’ answer. The teacher’s scaffolding triggered more ideas and utterances from the students. Although the program was communication-oriented,the teacher drew the students’ attention to the form as the students paid more attention to their language form and were able to self-regulate their utterance most of the time.

Self-determination, Self-efficacy and Self-regulation in School： A Longitudinal Intervention Study With Primary School Pllnile

The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan （2000） with school beginners in an Austrian primary school with the aim to improve perceived self-determination and academic self-regulation of school beginners. For two years, teachers were guided by a team of educational scientists to design challenging autonomous learning settings and to foster self-determined academic regulation. Before and after the intervention, about 100 pupils were questioned concerning their well-being in school, perceived autonomy support, their academic self-regulation, and school-related self-efficacy. Teachers＇ autonomy support decreased during the first year but remained stable from then on. Pupils＇ intrinsic regulation, as well as their introjected and external regulation and their self-efficacy, decreased throughout the intervention but identified regulation remained stable. The results indicate that perceived self-determination, self-determined academic regulation, and self-efficacy contribute to school-related well-being and offer interesting recommendations for improving the climate in schools for pupils and teachers.

大学生自主学习影响因素的中介效应模型

作为大学生的主要学习方式,自主学习受到多种因素的影响。从社会认知学派的理论出发,结合国内外自主学习的已有成果,本研究通过501名大学生被试考察了自我概念、学习归因、学习环境适应对自主学习的影响。结果发现,学习归因对自主学习有直接回归效应;学习环境适应通过学习归因这个中介变量影响自主学习;而自我概念对自主学习不仅有直接回归效应,同时还通过学习环境适应和学习归因的部分中介作用影响自主学习。本研究通过结构方程建模,理清了三个变量对自主学习的作用路径,并据此对如何提高大学生自主学习能力提供了教育建议。

Markov逻辑网及其在文本分类中的应用

介绍了M arkov逻辑网的理论模型、学习算法和推理算法,并将其应用于中文文本分类中。实验结合了判别式训练的学习算法,MC-SAT、吉布斯抽样和模拟退火等推理算法,结果表明基于M arkov逻辑网的分类方法能够取得比传统K邻近(KNN)分类算法更好的效果。

自我调控学习:研究背景、方法发展与未来展望

自我调控学习(self-regulated learning,SRL)是学生学习成功的终极问题。本文重点考察了自我调控学习的第二次研究浪潮,即有关即时测量自我调控过程研究方法的发展,如利用电脑跟踪、有声思维口头报告法、学生学习的结构化日记和微观的周期模型分析法,利用这些自我调控法,能够体现自我调控干预培训的有效性。虽然这些即时事件测量的方法仍处于雏形发展阶段,但对于自我调控学习的因果推论提供了宝贵的信息资料。本文还对今后相关重点课题和研究方法指明了方向。

灵活学习环境与学习能力发展——对美国《教育传播与技术研究手册》(第四版)的学习与思考之二

本文首先简要介绍了"灵活学习环境"的意义与作用,然后具体阐述有关"学习能力"的概念——主要涉及"自主学习能力"和"自我调节学习能力"。在此基础上,文章对能够有效促进这两种能力发展的"灵活学习环境",着重从其组成要素及相关教学策略支持等方面作了较深入的分析与探讨,同时还对成效较显著、并已产生较大影响的灵活学习环境设计的典型应用案例作了介绍。

直接经验对自主学习意愿的影响:基于计划行为理论的应用

基于计划行为理论,自编直接经验、自主学习意愿等量表,以武汉地区402名中学生为被试,系统分析直接经验对自主学习意愿的影响。结果发现:直接经验的积累可增强学习主体参与自主学习活动的意愿;直接经验对自主学习意愿的积极影响可通过行为态度等核心变量发挥间接效应实现,也可通过直接路径实现;直接经验与自主学习意愿的关系不受行为态度等核心变量调节。这些结果表明,直接经验是自主学习意愿的重要影响因子,对培养和提高学生自主学习意识具有重要价值。