Self-Regulated Strategies Chinese Graduate Students Employ to Learn English at Three American Universities

Autor/inn/en	Ma, Wen; Wang, Chuang
Titel	Self-Regulated Strategies Chinese Graduate Students Employ to Learn English at Three American Universities
Quelle	In: Journal of Research in Education, 22 (2012) 1, S.196-222 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Metacognition; English (Second Language); Second Language Learning; Learning Strategies; Foreign Countries; Language Proficiency; Asians; Graduate Students; Foreign Students; Mixed Methods Research; Second Language Instruction; Gender Differences; Doctoral Programs; Masters Programs; Student Attitudes; Surveys; Content Analysis; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Language skill; Language skills; Sprachkompetenz; Asian; Asiat; Asiatin; Asiaten; Asiate; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fremdsprachenunterricht; Geschlechterkonflikt; Doktorandenprogramm; Magister course; Magisterstudiengang; Schülerverhalten; Survey; Umfrage; Befragung; Inhaltsanalyse
Abstract	International students in the United States often employ culture-specific learning strategies to help them improve their proficiency in English. This study explored the use of self-regulated strategies by 49 Chinese graduate students from 24 fields of study at three universities in the Northeast. The research used the mixed survey method to generate both quantitative and qualitative data. The findings reveal what strategies are commonly used by the participants, whether there is any difference in strategy choice between male and female students, whether there is any difference in strategy choice between doctoral and Master's students, as well as how these advanced students perceive and articulate their experiences to learn English in a U.S. context. The results may have both theoretical and practical implications, especially for their American professors, other Chinese graduate students, and English language education in China. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01