DESIGNING SELF-REGULATED LANGUAGE LEARNING STRATEGY INSTRUCTIONAL PROGRAM IN A BLENDED LEARNING ENVIRONMENT FOR PRE-SERVICE TEACHERS IN CHINA

Aminah Ma Ping, Qiao Hong

Abstract


Self-Regulated Learning (SRL) is considered a useful framework for strategy instruction. Teachers play a key role in designing and implementing strategy instruction; however, strategy instruction in teacher preparation program has been given less concern. Factors such as curriculum constraints, transmissive style of teaching strategies in the classroom etc. put strategy instruction in teacher education in a rather difficult position. Thus, with theoretical basis of SRL, this study proposes an alternative approach of strategy instruction in a blended learning environment to offer some insights into a strategy instructional program for teacher training. It is expected to provide an experiential and active learning experience for pre-service teachers to promote their own use of strategies in language learning as well as their knowledge of learning strategy and strategy instruction. The current article presents the results of needs analysis and describes the program’s theoretical foundation, design guidelines and outlines the program structure.

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self-regulated learning; blended learning; strategy instruction; pre-service teachers

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References


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DOI: http://dx.doi.org/10.46827/ejel.v6i3.3597

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