{"title":"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","authors":"N. Thu","doi":"10.46827/ejel.v7i5.4505","DOIUrl":null,"url":null,"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:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"24 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"INCORPORATING THE “DIZI GUI” INTO EFL CLASSROOMS FOR YOUNG LEARNERS: A STUDY ON SELF-REGULATION IN SECOND LANGUAGE ACQUISITION\",\"authors\":\"N. Thu\",\"doi\":\"10.46827/ejel.v7i5.4505\",\"DOIUrl\":null,\"url\":null,\"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:\",\"PeriodicalId\":226132,\"journal\":{\"name\":\"European Journal of English Language Teaching\",\"volume\":\"24 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-10-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of English Language Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.46827/ejel.v7i5.4505\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of English Language Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46827/ejel.v7i5.4505","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
INCORPORATING THE “DIZI GUI” INTO EFL CLASSROOMS FOR YOUNG LEARNERS: A STUDY ON SELF-REGULATION IN SECOND LANGUAGE ACQUISITION
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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