Chinese-as-a-Foreign-Language Learners’ Use of Self-Regulated Learning in Flipped/Blended Learning Environments – A Descriptive Study

Shenglan Zhang

doi:10.37237/100205

Abstract

Self-regulated learning (SRL) is especially important in blended/flipped learning environments. This study explored and described the use of SRL in a specific language learning context. It investigated what problems Chinese-as-a-foreign-language learners (CFL) had with their Chinese language learning, whether and how they solved the problems, what SRL strategies they adopted, and what support they needed to gain the maximum benefits from the blended/flipped learning environment. Nineteen CFL learners who were in their second semester studying Chinese in a blended/flipped environment participated in the descriptive study. Self-reported data were collected using WeChat in an individualized exchange format, which was designed to help with data richness, completeness, and accuracy. The results show that students had different problems in learning, and they would benefit if they had the opportunity to learn and incorporate SRL strategies. The areas in which they needed the most help were knowing how to set a goal, how to create a plan to achieve the goal, and how to use different strategies to manage their learning and manage their time. Implications for teaching are also discussed in this study.

Highlights

Rationale and Literature Review Self-regulated learning (SRL) is a social-cognitive model that conceptualizes effective learning as a process of cognitive and motivational evaluation while completing academic tasks (Zimmerman, 1986; 1990; 2008)
As is true in completely online learning environments, a lack of SRL could result in students spending very little time completing outside-of-classroom learning on their own, because the flipped/blended learning environment requires individuals to be more autonomous in their learning (Ally, 2004)
The purpose of this study is to discover how Chinese as a foreign language (CFL) learners use SRL in unstructured and naturalistic settings when they are taking a flipped/blended Chinese class

Summary

Introduction

Rationale and Literature Review Self-regulated learning (SRL) is a social-cognitive model that conceptualizes effective learning as a process of cognitive and motivational evaluation while completing academic tasks (Zimmerman, 1986; 1990; 2008). The findings suggested that the learners’ senses of themselves as agents in the learning process plays an important role in effective self-regulation Azevedo and his colleagues (Azevedo & Cromley, 2004; Azevedo, Cromley, & Siebert, 2004) investigated learners’ SRL in a hypermedia learning environment and concluded that this learning environment requires self-regulation skills such as goal setting. As is true in completely online learning environments, a lack of SRL could result in students spending very little time completing outside-of-classroom learning on their own, because the flipped/blended learning environment requires individuals to be more autonomous in their learning (Ally, 2004) If students exhibit this lack of preparation, their participation in FTF meetings and their learning in general are negatively affected

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