Effects of Self-regulated Learning and Cooperative Learning on Academic Achievements of Chinese EFL Learners: Reference to International Standard English Tests

By Guoqiong Huang.

Published by The International Journal of Pedagogy and Curriculum

Format Price
Article: Print $US10.00
Published online: March 24, 2016 $US5.00

Since the 1980s, self-regulated learning (i.e. SRL) has become one of the hottest topics in educational psychology, the supporters of which believe students should be responsible for their own academic achievement. As well, cooperative learning (i.e. CL) ability plays an important role in foreign language studying process. Believers of CL claim that learning is a process to satisfy an individual’s inner needs. This study was conducted to examine the effects of SRL and CL on academic achievements (four skills: listening, speaking, reading, and writing) of Chinese English as a Foreign Language learners (i.e. Chinese EFL learners). Academic achievement was assessed with grades from standardized test scores including TOEFL, IELTS, and BEC. Participants were Chinese EFL learners from different provinces of China as well as those studying in other countries. They were asked to fill the questionnaire that consisted of three parts: SRL learning assessment, CL learning assessment, and some background questions. In this study, 386 valid samples were obtained in total. SPSS 21.0 was adopted for the purpose of compiling and analyzing the statistics. The main findings were found as follow: The implication of hypothesis 1 declaimed that the SRL strategies might help Chinese EFL learners to improve their four skills in studying English. The implication of hypothesis 2 indicated that the CL methods might help Chinese EFL learners to improve their listening and speaking skills. The implication of hypothesis 3 indicated that there was a significant and positive relationship between SRL and CL. The results of regression analyses revealed that CL methods had a significant effect on self-monitoring and organizing and reviewing.

Keywords: Self-regulated Learning, Cooperative Learning, Academic Achievements, Chinese EFL Learners

The International Journal of Pedagogy and Curriculum, Volume 23, Issue 2, June 2016, pp.43-57. Article: Print (Spiral Bound). Published online: March 24, 2016 (Article: Electronic (PDF File; 807.890KB)).

Guoqiong Huang

Student, Education College, City University of Macao, Macao, Macau, China