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Iowa State University

2018

World Languages and Cultures Conference Papers, Posters and Proceedings

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Full-Text Articles in Education

Design And Perception Of An Approach To Improving Chinese As A Foreign Language Learners’ Self-Regulated Learning Strategies, Shenglan Zhang Nov 2018

Design And Perception Of An Approach To Improving Chinese As A Foreign Language Learners’ Self-Regulated Learning Strategies, Shenglan Zhang

World Languages and Cultures Conference Papers, Posters and Proceedings

Self-regulated learning (SRL) is a social-cognitive construct in the realm of self-regulation that describes the ways in which individuals actively and constructively regulate their own congitive processes in an educational setting. SRL conceptualizes effective learning as a process of cognitive and motivational evaluation where a learner completes academic tasks (Heikkilä & Lonka, 2006; Pintrich, 2000; Zimmerman, 1990; 2008). Different models of SRL developed over the years (Boekaerts & Niemivirta, 2000; Borkowski, 1996; Pintrich, 2000; Winne & Hadwin, 1998; Zimmerman, 2000), but all models assume at least three phases: a preparatory or forethought phase, an actual performance or task completion phase, and an evaluation and adaptation phase. In the preparatory ...


Design And Perception Of An Approach To Improving Chinese As A Foreign Language Learners’ Self-Regulated Learning Strategies, Shenglan Zhang Jan 2018

Design And Perception Of An Approach To Improving Chinese As A Foreign Language Learners’ Self-Regulated Learning Strategies, Shenglan Zhang

World Languages and Cultures Conference Papers, Posters and Proceedings

This study investigates the effects of an approach to improving Chinese-as-a-Foreign-Language (CFL) learners’ Self-Regulated-Learning (SRL) in personally managed contexts using a flipped/blended course environment. In addition, the study examines student perceptions of the approach and how learners’ beliefs about language learning correlate with their use of SRL. Studies indicate that SRL has positive effects on students’ academic performance in face-to-face classrooms (Kramarski & Gutman, 2006; Kramarski & Mizrachi, 2006; Lan, 1996; Orange, 1999; Schunk, 2005) and in online classes (Lynch & Dembo, 2004); therefore, different models and methods have been proposed and implemented to improve college students’ SRL. These models vary in scope, content, timeframe, and design (Hofer ...