ABSTRACT
The study examined the relationships between self-regulated learning (SRL) strategies used by 2,894 bilingual primary school students and their Chinese and English reading test performance. Exploratory factor analysis of the self-reported SRL strategy use questionnaire yielded two factors of strategies (planning and monitoring) used in both Chinese and English reading. The analysis of the structural equation model indicated that the planning and monitoring strategies used in Chinese reading positively affected their corresponding strategies used in English reading. The Chinese planning and monitoring strategies directly and positively affected both Chinese and English reading test performance. The English planning had a positive effect on English reading test performance while the English monitoring strategy did not affect English reading test performance. The results contribute to the knowledge of SRL in second language and bilingual education in the Chinese context.
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Shek Kam Tse
Shek Kam Tse is a professor at the University of Hong Kong. His research interests are learning and teaching of Chinese, teaching Chinese as a second language, reading literacy, medium of instructions, composing process in writing Chinese and teacher change.
Lin Lin
Lin Lin is a lecturer at International Culture Exchange School, Shanghai University of Finance and Economics. Her research interests include reading strategy use of second language learners, self-regulated learning and language assessment literacy.
Rex Hung Wai Ng
Rex Hung Wai Ng is the project manager of the Progress in International Reading Literacy Study (PIRLS) 2021 Hong Kong component. He is also a lecturer of the Centre for Advancement of Chinese Language Education and Research of the University of Hong Kong. His research interests are the development of reading, reading instruction, language assessment and evaluation, using ICT in supporting language teaching and learning, and blended learning.