Chinese language teachers' perception and implementation of self-regulated learning-based instruction

The study aimed to explore Chinese language teachers' perception and implementation of instruction based on self-regulated learning (SRL) in a researcher–teacher collaborative project. The participants were 31 teachers and their 10th grade students, from six secondary schools in Hong Kong. The findings of questionnaires, interviews, and observations indicated the teachers had a positive perception of SRL-based instruction and altered their instructional tasks and instrumental support following the project. Important factors affecting the teachers' perception and implementation of this new instructional approach, including the nature of SRL-based instruction, cultural, teacher and student factors, and external constraints and support, are discussed.

► Teachers generally had a positive perception of SRL-based instruction. ► Changes were found on teachers' instructional tasks and instrumental support. ► Teachers' aspirations for professional growth are important in motivating change. ► Students' ability and motivation affected the implementation of SRL instruction. ► Cultural factors should be considered when studying SRL in Chinese context.