Enhancing students’ classical Chinese reading comprehension and motivation through self-regulated learning-based instruction: A longitudinal and holistic design
Project Title(Chinese) :
通過自主學習教學提高學生的文言文閱讀能力和動機：長期及全面的研究設計
Principal Investigator(English) :
Prof Lau, Kit-ling
Principal Investigator(Chinese) :
Department :
Dept of Curriculum & Instruction
Institution :
The Chinese University of Hong Kong
Co - Investigator(s) :
Prof Jong, Morris Siu-yung
Panel :
Humanities, Social Sciences
Subject Area :
Education
Exercise Year :
2020 / 21
Fund Approved :
844,660
Project Status :
On-going
Completion Date :
30-6-2024
Abstract as per original application (English/Chinese):
Background
Self-regulated learning (SRL) is an effective but demanding form of learning. While different SRL instructional principles and types of eLearning have been proposed to enhance students’ learning, both types of instruction have strengths and limitations. Previous experiences of implementing SRL-based instruction in Hong Kong (HK) Chinese language (CL) classes indicate that teachers and students are less favorable to instructional principles that place more emphasis on student autonomy. Due to the difficulties students experience in Classical Chinese (CC) reading, it is more demanding for them to develop SRL in CC reading.
Aim
The study adopts a holistic and longitudinal approach to integrate in-class instruction and out-of-class eLearning activities into a two-year SRL-based CC reading intervention program. In-class instruction will help students establish a good foundation for CC reading and compensate for the common problem of a lack of teacher support in eLearning, while eLearning activities will provide opportunities for students to apply their self-regulatory skills to independently read CC texts. By utilizing the strengths of both types of instruction, the program aims to gradually enhance students’ CC reading comprehension and motivation through the four developmental levels of SRL.
Research Plan
The study adopts a pretest-posttest treatment-control group quasi-experimental design. One secondary school will be invited to conduct the experiment. Students from one junior secondary grade in this school will be randomly assigned to two experimental treatments, one with in-class SRL-based instruction plus out-of-class eLearning (EG-I+E group) and one with in-class SRL-based instruction only (EG-I group). Another school with similar student backgrounds that uses the same CL textbook will serve as a control group (CG). Quantitative and qualitative methods, including reading tests, questionnaires, interviews, and classroom observations, will be used to evaluate the effectiveness of the program. Teachers and students’ perceptions on what, how, and why the program may enhance students’ CC reading ability and motivation will also be explored through qualitative data analysis.
Significance
The study will extend the PI’s previous GRF project, which was the first to integrate SRL into CC reading instruction, by adopting a longitudinal and holistic design. The findings should provide valuable insights into the applicability of SRL-based instruction in non-Western contexts. The study also makes a first attempt to integrate in-class SRL instruction and out-of-class eLearning activities into CC reading instruction. The findings should shed light on the possibility of combining these two types of instruction to achieve greater positive effects on facilitating students’ SRL.
