Japanese as a foreign language extensive reading and self-regulation: Case studies of high school language learners
Japanese as a foreign language extensive reading and self-regulation: Case studies of high school language learners
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日语作为外语的泛读与自我调节：高中语言学习者的案例研究
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Anne Feryok
中科院分区：
文献类型：
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作者：
Ryoko de Burgh;Anne Feryok
In general, studies on extensive reading (ER) have focused on its effects, overlooking the process through which students do ER. Also, much of the research on ER uses large-scale surveys that may not reveal what learners actually do when reading extensively. One learner process, self-regulation, appears to be important to ER, as several recent studies on motivation for ER have implied. However, self-regulation of behaviour and context has not yet been the focus of a study. This study uses qualitative methods to examine self-regulation of behaviour and context by nine high school learners of Japanese as a foreign language in an ER project. The findings showed that the students who met both study and ER expectations were those who could self-regulate their behaviour and context. The findings also suggested that external demands, especially the national exam, distracted students from doing ER in their own time. The implications are that reading in class would secure a certain amount of reading for all students, and this could also provide support for developing self-regulatory abilities. For some students, ER may have potential as a means for developing self-regulation.
