A Study of Chinese Junior Secondary School Students’ Self-regulated Learning, Motivation, and English Reading Achievement

Abstract

A large number of studies on self-regulated learning (SRL) have been conducted. Results have generally suggested a positive relationship between learners' SRL and their academic achievement. However, a number of issues remain under-researched, including the cultural influence on learners' SRL (McInerney, 2008), learners' SRL in a specific school subject, such as English-as-a-foreign-language (EFL) (Teng & Zhang, 2016, 2018), gender differences in SRL (Zimmerman & Martinez-Pons, 1990), and differences in SRL between higher and lower achievers (DiFrancesca, Nietfeld & Cao, 2016). The present study addresses these research gaps while investigating junior secondary school students' SRL in the context of China. A mixed-method pre-post quasi-experimental study was conducted in a junior secondary school in China. A total of 163 Year 8 students from three intact classes participated in the pre-intervention tests assessing learners' perceptions of SRL, their reading motivation and English reading achievement. Two intact classes from the three, with 106 students, were involved in the intervention: One was the contrast group and the other was the experimental group. Students from the experimental group were provided with 16 weeks of SRL training, whereas those from contrast group had the usual English classes. Students from both the contrast and the experimental groups participated in a post-intervention test to re-measure their SRL, reading motivation and English reading achievement. Additionally, eight students from the experimental group participated in a case study by writing weekly diaries during the intervention. The mixed-method pre-post quasi-experimental design derives data from questionnaires, tests, and diaries, and provides a comprehensive understanding of Chinese students' SRL, motivation, and offers insights into SRL. Results show that Chinese EFL learners were low to medium level SRL learners who emphasized the role of effort making and learning for following classroom disciplines. Their reading motivation was at a medium level and they were likely to be motivated by achieving higher grades. Significant correlations were found between learners' perceived SRL and their academic achievement, as well as between their reading motivation and achievement. The results of the effect of the intervention indicated that the experimental group showed a large increase in their English reading achievement from pre- to post-tests. Regarding their employment of SRL strategies, the results showed that the most used strategies were Seeking Information and Reviewing Examination Exercises, and the least used strategy was Organizing and Transforming. The most effective strategies reported by students were Seeking Information, Seeking Peers' Help, and Reviewing Examination Exercises, and the most ineffective ones were Seeking Peers' Help and Reviewing Examination Exercises. Male and female students did not show significant differences in their SRL, reading motivation and English reading achievement. Considerable differences were found between higher and lower achievers in terms of learning goals, their perceptions and employment of SRL strategies, and the time they spent on learning.