Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong

Shek Kam Tse, Lin Lin, Rex Hung Wai Ng

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)

Abstract

The study examined the relationships between self-regulated learning (SRL) strategies used by 2,894 bilingual primary school students and their Chinese and English reading test performance. Exploratory factor analysis of the self-reported SRL strategy use questionnaire yielded two factors of strategies (planning and monitoring) used in both Chinese and English reading. The analysis of the structural equation model indicated that the planning and monitoring strategies used in Chinese reading positively affected their corresponding strategies used in English reading. The Chinese planning and monitoring strategies directly and positively affected both Chinese and English reading test performance. The English planning had a positive effect on English reading test performance while the English monitoring strategy did not affect English reading test performance. The results contribute to the knowledge of SRL in second language and bilingual education in the Chinese context.

Original languageEnglish
Pages (from-to)3258-3273
Number of pages16
JournalInternational Journal of Bilingual Education and Bilingualism
Volume25
Issue number9
DOIs
Publication statusPublished - 2022
Externally publishedYes

Keywords

  • Self-regulated learning strategies
  • bilingual reading development
  • primary education
  • reading comprehension

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