Implementing Self-Regulated Learning Instruction to Facilitate Students' Learning of Classical Chinese Reading

• In Event: Interrogating the Effectiveness of Reading Comprehension Strategies

Abstract

The study designed and evaluated the effectiveness of an intervention program based on the instructional principles of self-regulation learning to enhance Hong Kong students’ Classical Chinese (CC) reading comprehension and motivation. The study adopted a pretest-posttest treatment-control group quasi-experimental design. Reading comprehension test, questionnaires, and interviews were used to evaluate the effectiveness of the intervention. Findings indicated that students who received the CC reading instruction program had significant and better CC reading comprehension performance and prior knowledge than students who received traditional teacher-centered and textbook instruction. However, no significant group difference was found on students’ strategy use and motivation. Findings of the study are discussed to give insights into the potential applicability of SRL instruction in the Chinese context.

Author

• Kit Ling Lau, The Chinese University of Hong Kong