INCORPORATING THE “DIZI GUI” INTO EFL CLASSROOMS FOR YOUNG LEARNERS: A STUDY ON SELF-REGULATION IN SECOND LANGUAGE ACQUISITION

European Journal of English Language Teaching Pub Date : 2022-10-26 DOI:10.46827/ejel.v7i5.4505

N. Thu

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Abstract

It is important to foster EFL young learners’ self-regulation in learning. This descriptive study investigates the effects of incorporating the Dizi Gui (Standards for being a good pupil and child) on EFL young learners’ self-regulation and discovers young learners’ attitudes towards the incorporation. A 51-item questionnaire was administered to 100 young learners at a center for foreign languages in a central city of Mekong Delta, and 6 of them participated in the semi-structured interviews. The quantitative data from the questionnaire were analyzed in terms of mean, while qualitative data from interviews were analyzed by the thematic analysis approach. Given the questionnaire mean score obtained of M=3.52, the results show that young learners self-regulate at an under-average level of frequency in their learning process. Interviewees expressed their agreements, preferences, and dislikes towards the incorporating of the Dizi Gui, as well as suggested more involving classroom activities. On the obtained findings, pedagogical implications are addressed, and suggestions for further research are presented. Article visualizations:

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将“笛子规”融入少儿英语课堂:第二语言习得中的自我调节研究

培养青少年英语学习者在学习中的自我调节能力是非常重要的。本研究探讨了《乖学生准则》对青少年英语学习者自我调节的影响，并揭示了青少年学习者对《乖学生准则》的态度。本文对湄公河三角洲中部城市某外语学习中心的100名青年学习者进行了51项问卷调查，其中6人参加了半结构化访谈。问卷的定量数据采用均值分析，访谈的定性数据采用专题分析方法。问卷平均得分M=3.52，表明青年学习者在学习过程中自我调节的频率低于平均水平。受访者表达了他们对《笛子规》的认同、喜好和不喜欢，并建议更多地参与课堂活动。在研究结果的基础上，讨论了教学意义，并提出了进一步研究的建议。可视化条

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European Journal of English Language Teaching

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