Understanding Chinese Students’ Classroom Relationships in English Language Learning: The Role of Self-Regulated Learning (SRL) and Emotions (Poster 6)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 2

Abstract

The aim of this research was to examine classroom relationships, and understand how these relationships relate to EFL Chinese students’ English language learning results. This paper discusses the mediating role of self-regulated learning (SRL) strategy use as well as emotions when learning English. Self-report questionnaires with 436 fourth and fifth graders were adopted in a Chinese cultural context. The results revealed that both peer relationships and teacher-student relationship impacted students' SRL strategy use, and the strategy use, in turn, was predictive of their English language learning results. Moreover, it was found that students' achievement emotions and social emotions played significant roles in explaining the association between the two types of classroom relationships and SRL strategy use.

Authors

• Qingyao Dan, The Chinese University of Hong Kong

• Barry Bai, Chinese University of Hong Kong

• Jing Wang, Zhejiang University

• Wenjuan Guo, Shanghai Jiao Tong University

• Youyan Nie, National Institute of Education - Nanyang Technological University

• Huan Song, Beijing Normal University