Exploring Teachers' Knowledge and Practices of Self-Regulated Learning: A Case Study in China

Authors

  • Zou Fengmei College of Foreign Languages of Huizhou University, China

DOI:

https://doi.org/10.3126/eltp.v8i1-2.57853

Keywords:

China, learning motivation, metacognition, self-regulated learning, teacher knowledge and practices

Abstract

This paper reports the knowledge and practice of self-regulation of English teachers in public primary and secondary schools in South-East China. The data were collected from multiple classroom observations of and in-depth interviews with two English language teachers working in Chinese schools. This study reported that despite limited knowledge of Self-regulated learning  teachers’ classroom practices reflected an extensive use of SRL strategies positively impacting students’ learning engagment. However, the workload and the traditional grade-focused assessment systems influenced teachers’ consideration of self and their students’ learning motivation, metacognition, and cognition. These findings indicate a need to strengthen English teachers’ metacognition, cognition and motivational-emotional regulation to support student learning.

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Published

2023-08-30

How to Cite

Fengmei, Z. (2023). Exploring Teachers’ Knowledge and Practices of Self-Regulated Learning: A Case Study in China. English Language Teaching Perspectives, 8(1-2), 1–15. https://doi.org/10.3126/eltp.v8i1-2.57853

Issue

Section

Articles