A Survey On Senior Student Difference In Self-regulated English Learning Strategy Use:Relating Their English Score,Gender And Grade

In the past few years,with the changing view from result-oriented learning to process-oriented learning,a lot of theories have been introduced to depict what student do to regulate their learning.Self-regulated learning theory(Zhang,& Zhou,2003),which emphasizes the role of students in the learning process,can serve to accelerate the transformation from teacher-centered pedagogy to student-centered pedagogy.Therefore,this study was conducted to examine student difference in using SRL strategies and try to provide pointed suggestions for teaching.Based on the social cognitive theory,this thesis was to firstly explore what relationship exist between students' self-regulated English learning strategy use and their scores,then to examine the differences in the strategy use with regards to students' gender and grade.Taking Qujiang NO.1 High School as subject pool,240 scales were distributed with a recovery rate of 90.4%.In data analysis part,correlation analysis,independent samples T-test and ANOVA was applied to address the research questions.All the statistics were analyzed by SPSS software version 19,and the result of the study are as follows:1.There is a significant positive relationship between students' English scores and their strategy use in all dimensions and stages of self-regulated learning.The difference between the high-score and low-score students is the highest regarding cognitive-related strategy use,while the lowest marked in using environmental-related strategies.2.In terms of their strategy use in four stages,high-score group radicallyoutperform lower group in each stage,in the first stage——forethought,planning,and activation,the difference between two groups of students is the most significant,while in the control phase,the difference between the two groups of subjects is the least?3.Girls outstrip boys in each dimension except in task-related strategy using,but these differences didn't reach significant level during the independent t-test.Nonetheless,the difference in the last stage——reaction and reflection phase between the two group of subjects is the most evident in all stages.4.On the whole,there are significant differences among the three grades in high school in SRL strategy use.Students from lower grade apply resource searching,environment and task strategies more than those from other grade.While senior three students' SRL strategy use frequency obviously lower than others'.The data also indicate a general trend of descending in using the strategy from grade one to grade three.Through explore of the main research issues,it is found that the attention of self-regulatory strategies use should be aroused by both teachers and students,and teachers can develop targeted students from the characteristics of different types of individuals.