Research On Teachers' Support Strategies For Senior High School Students' Self-regulated Learning Of English Listening And Reading In Digital Environment

The development of information technology has provided a new opportunity for further implementing the aims of curriculum reform to cultivate and improve senior high school students' self-regulated learning ability in English.Especially in the digital environment,learners can enjoy a great number of digital learning resources,be given a more personalized learning space,and own more and more autonom and independence to carry out English self-learning activities such as listening,speaking,reading,and writing etc.,promoting the new reform of learning method.But,the change of this learning method does not mean that teachers can absolutely give up management in this situation,excessively place the emphasis on student-centeredness,and allow students to develop them-self arbitrarily,eventually leading to formalism and falsehoodism for English self-regulated learning.The ideology of new curriculum reform emphasizes that in the process of learner self-regulated learning,the role of teachers change from controller to supporter and facilitator,and the realization of the effects of learners' self-regulated learning in this situation is still need to the support and guidance from teachers.For these,senior high school students' self-regulated learning of English listening and reading in digital environment,as an important learning method that can improve the input of high school students' English language,promote the development of writing and speaking skills,and increase the vocabulary accumulation,becomes more and more popular among first-line educators.So,how to more effectively promote the reform of this learning method,actively realize the supporting role of teachers,and effectively cultivate senior high school students;self-regulated learning ability of English listening and reading in digital environment has become more and more important for educators.It is in this background that this research has conducted a series of survey on class A'current status of self-regulated learning of English listening and reading in digital environment,which is from C Middle School in ChongQing.Selected teachers' support as a main intervention measure and proposed a series of relevant supportted strategies in terms of motivation-ignitation,goal-setting,process-supervision,and results-feedback.Subsequently,22 students in class A were selected as the research subjects,through an eight-week action study to verify the effects of these teachers' support strategies.The specific content of this research includes the following six parts.The first part is the introduction,which introduces the background of the study detailly,discusses the content and significance of the study,elaborates the specific research approach and methods,and summarizes the relevant research foundations.The second part is the investigation of class A' basic information of self-regulated learning of English listening and reading in digital environment,self-regulated learning ability of English listening and reading,the status of teachers' support behavior in Class A,and the need to enhance self-regulated learning ability of English listening and reading of Class A.In the third part,researcher analyzed learners' activity process of self-regulated learning of English listening and reading in digital environment,combined the characteristic of class A,existing problems of class A,and existing technical support conditions,then proposed the relevant teachers' support strategies for senior high school students' self-regulated learning of English listening and reading in digital environment from the following four aspects which includes motivation-ignitation,goal-setting,process-supervision,and results-feedback.The fourth part is the implementation of research in which 22 students of class A from C Middle School in ChongQing were selected as the research objects,and three rounds of action research were conducted for a total of eight weeks.The fifth part is the analyzation and conclusions to the overall implementation effect of teachers' support strategies for senior high school students' self-regulated learning of English listening and reading in digital environment.Finally,some related suggestions about how further promote the implementation and exploration of teachers' support strategies for senior high school students' self-regulated learning of English listening and reading in digital environment.The sixth part is the concluding remark,which includes the research summary,research insufficiency and research prospect.