Possibilities and Challenges of Implementing Self-Regulatory Instruction in Hong Kong Chinese Language Classes

Self-regulated learning (SRL), comprising elements of strategy use, metacognition and motivation, has been identified as a key factor of successful learning in many previous studies. SRL has also been widely advocated by the Hong Kong Education Bureau since its curriculum reform. Besides natural maturation, research findings have highlighted the important role of the classroom environment in developing students' SRL. Based on a series of studies conducted in Hong Kong Chinese language classes, this paper discussed the possibilities and challenges of implementing SRL-based instruction in Hong Kong. Participants in this series of studies were 31 teachers and 1,121 Secondary 4 students in Hong Kong. Both quantitative and qualitative data were collected to provide a comprehensive understanding of teaching and learning in Chinese language classes from the perspective of SRL. On the one hand, the results indicated that Chinese language teachers generally held a positive attitude towards implementing SRL-based instruction and most of the features of SRL-based instruction showed positive relations with Hong Kong students' strategy use, motivation and reading performance. These findings support the advantages of applying the principles of SRL-based instruction in Hong Kong classrooms to facilitate students' learning. On the other hand, many teachers had reservations about increasing the degree of autonomy in their classrooms. A high degree of student autonomy was also found to be associated with negative learning outcomes. The effects of contextual and cultural factors on teaching and learning in Chinese classrooms and suggestions for developing Chinese students into self-directed learners are discussed.

並列關鍵字

Chinese language instruction ； Hong Kong students ； self-regulated learning

國際替代計量

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