Abstract
Self-regulation is a very important factor in the process of learning and it is widely accepted that self-regulation is the basis of obtaining good learning outcomes. As for the topic “self-regulated learning”, some foreign researchers have studied about its definition, concept, dimensions or on different groups of people. However, the research about about the impact of self-regulated learning on the learning outcome in English among senior high school has not been studied ever before but it’s quite necessary to know the result of this research whatever for senior high school student’s learning or for future study. Thus I chose this as the title of paper. The paper aims to study the impact of the self-regulated learning（human exercise of control over oneself, especially through activating the most effective strategies, in order to bring the self into line with preferred standards to learn）on the learning outcomes in English among senior high school students. In this research, 199 participants from Huzhou Senior High School finished the self-control and self-regulated learning skills questionnaires at the beginning of the project and the data was collected to investigate the research question. Meanwhile, the research took the grades in the mid-term exam in Autumn,2016 as pre-test and the self-regulated learning strategies would be applied to the participants.Then they participated in one exam in March,2017 to get the second grade as post-test. Make a comparison and figure out what the current self-regulated learning condition among senior high school students, and whether self-regulated learning has any effects on the learning outcomes in English, and whether self-regulated learning strategies would improve the learning outcome in English. The result turns out that self-regulated learning has positive effects on the learning outcomes in English and adopting self-regulated learning strategies could improve the learning outcomes.
Key word: Self-regulated learning; Self-regulated learning strategy training；Learning outcome in English; ; Senior high school students
Contents
Abstract
摘 要
1. Introduction-1
1.1 Research Background-1
1.2 Practical Significance-2
1.3 Layout of the thesis-2
2. Literature Review-3
2.1 Self-Regulated Learning-3
2.1.1 Definition of self-regulation-3
2.1.2 Common features of self-regulated learning-3
2.1.3 Types of self-regulated learning measure-5
2.2 Self-regulated learning and English academic performance-6
2.2.1 English academic performance-6
2.2.2 Self-regulated learning and English academic performance-6
2.3 Self-regulated learning Strategies-7
2.3.1 The concept of self-learning strategies-7
2.3.2 The position of Self-regulated learning strategies-7
2.3.3 The dimentions content of self-regulated skills/strategies-8
2.4 Research questions-9
3. Research Design-11
3.1 Participants-11
3.2 Instruments-11
3.2.1 Tests-11
3.2.2 Questionnaires-11
3.3 Procedure-12
3.4 Self-regulated Learning strategy training-13
3.4.1 Self-management training-13
3.4.2 performance orientation strategy training-14
4. Data Collection and Analysis-16
4.1 The current condition of students’ self-regulated learning-16
4.2 The analysis of the correlation between self-regulated learning and learning outcomes in English-17
4.3 The change of learning outcome in English after the application of specific strategies-20
5. Conclusion-22
5.1 Major Findings and suggestions-22
5.2 Limitations and Suggestion for Future Study-22
References-23
Appendix-26
Appendix 1 Data of self-control and self-regulated learning questionnaire-26
Appendix 2 The marks in the two examinations-26
Appendix 3 The questionnaire of self-regulated learning-26
