A study of Chinese learners’ behaviors in self-regulated CALL environments
The purpose of this paper was to investigate Chinese learners’ behaviors in self-regulated computer-assisted language learning environments in order to shed light on the role of the teacher in such environments. Fifty-one students from a metropolitan city in North China were surveyed regarding their learning behaviors in a two-year English listening learning program at a self-access language learning center. Results show that well self-regulated learners are few and many are “speculators in learning. The findings reveal that teachers should play a crucial role in regulating their behaviors in order to foster more successfully self-regulated learners than the otherwise. Finally, pedagogical implications are discussed and limitations as well as suggestions for future research are provided.
CALL self-regulated listening learning learner behavior teacher role
Haisen Zhang Wei Song
School of International Studies University of International Business and Economics Beijing, China School of Finance Renmin University of China Beijing, China
国际会议
北京
英文
2561-2565
2009-08-08（万方平台首次上网日期，不代表论文的发表时间）