Enhancing Students’ Classical Chinese Reading Comprehension and Motivation through Self-regulated Learning-based Instruction

DOI: 10.5176/2251-3566_L319.388

Authors: Assoc. Prof. Kit-ling Lau

Abstract: The paper introduces the design of an intervention program which aims to adopt the instructional principles of selfregulated learning (SRL) to enhance Hong Kong secondary school students’ Classical Chinese (CC) reading comprehension and motivation. Mastering CC reading skills is a core learning objective of Chinese language education in Hong Kong. While many students have experienced tremendous difficulties in CC reading, the current approach to its instruction remains teacherdominated and ineffective. SRL is widely viewed as an essential element of successful learning. The solid base of previous research on SRL provides a strong theoretical grounding to guide the design of the intervention program.

Keywords: Classical Chinese reading, reading motivation, selfregulated learning-based instruction