Parental strategies in supporting Chinese children’s learning of English vocabulary

Gao, Xuesong

doi:10.1080/02671522.2011.602102

Cited by 30 publications

(13 citation statements)

References 24 publications

(40 reference statements)

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“…The above-mentioned results also lend support to the arguments of Kormos and Csizer [58,76] that instrumental motivation is a positive predictor of learners' English learning efforts, which may affect self-regulated learning efficiency and strategy use (including, but not limited to, rehearsal strategies, elaboration strategies, organizational strategies, comprehension monitoring strategies and affective strategies) in the three main stages of planning, performing and reflecting. The possible reasons for this are that Chinese EFL learners are heavily dependent on instrumental motivation because English is the mandatory subject for large-scale and high-stake tests, such as 'Gaokao', the national higher education entrance examination, and CET4 or CET6 [83,84]. So, students and their mediating agents (parents and teachers) commonly believe that the proficient use of English plays a key role in their future career success.…”

Section: The Mediating Role Of Online English Learning Motivationmentioning

confidence: 99%

“…Here, the instrumental motivation acts as a mediating agent to cultivate self-regulated strategies, especially in goal setting, time management, and attention control. In this regarding, external expectations are related to Chinese EFL learners' online self-regulated English learning [28,[81][82][83][84].…”

Section: The Mediating Role Of Online English Learning Motivationmentioning

confidence: 99%

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The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

Wang

Zhan

2020

Sustainability

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Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners' continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number of online English learners, few studies have clarified the assumed relationships between learner characteristics (learner beliefs, anxiety, motivation) and self-regulation in the online English learning context. This study aims to fill the gap by conducting structural equation modeling analysis to examine their relations. To fulfill the research purpose, we adopted the previous questionnaires with sufficient reliability as instruments to evaluate students' online English learner beliefs, learning anxiety, learning motivation and online self-regulated English learning. The valid responses collected from 425 Chinese undergraduate university students enrolled in an online academic English writing course provided the data source. The results indicated that learner beliefs positively predicted, while learning anxiety negatively predicted, online self-regulated English learning. Online English learning motivation was a mediator in these associations. The findings suggested that stronger learner beliefs of self-efficacy and perceived value of English learning promoted learning motivation and self-regulation. In contrast, higher learning anxiety, such as test anxiety and fear of negative evaluation, harmed learners' motivation and their online self-regulated English learning.Sustainability 2020, 12, 3009 2 of 25 integrate cognitive, affective and behavioral factors, so as to achieve a continuous learning outcome. Among these, learner beliefs, anxiety, motivation and self-regulation are intensively studied [1][2][3][4][5][6][7].Three learner characteristics are commonly and consistently found to account for foreign language learning performance, namely learner beliefs, anxiety and motivation [7][8][9][10]. To be specific, language learning beliefs are critical because they impose strong impacts on how students evaluate and utilize language learning strategies. Language learners, for instance, may hold different opinions on what accounts for a successful foreign language learning. Some think learning English grammar and vocabulary is the major task, while others contend that it is important to use and speak English in an appropriate language environment [11]. Foreign language learning anxiety includes uncomfortable feelings in using or learning a foreign language. Such anxiety is common among Chinese English-as-a-foreign language (EFL) learners with different proficiency levels. Most English learners, especially for those at beginner levels, feel more anxious when they are singled out to speak English or use English to respond to the teacher in class. English learners with a higher level of foreign language anxiety may form a mental block which greatly hinders foreign language learning e...

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Section: The Mediating Role Of Online English Learning Motivationmentioning

confidence: 99%

Section: The Mediating Role Of Online English Learning Motivationmentioning

confidence: 99%

The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

Wang

Zhan

2020

Sustainability

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“…The findings indicated that there were two factors that played an important role in Putri's identity construction as an ELL learner, namely parents and school. Several previous studies have also indicated that the role of school (Ali, Hamid & Moni, 2011;Tsui & Ngo, 2016;Pritasari, Reinaldo & Watson, 2018) and parental support (Bartram, 2006;Wei, 2011;Gao, 2012;Bruin, 2017) were vital in English language learning process. The role of parents and school in this study were discussed using Gee's (2000) four perspectives of identity.…”

Section: Discussionmentioning

confidence: 92%

The Role of Family and School in English Language Learner Identity Construction: An Indonesian Case

Mubarokah

Prasetya

2020

pijss

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In the process of learning English, a learner constantly reshapes his/her identity as he/she goes through different learning experiences. A particular experience may be added as a new part to a learner's perceived identity or replace another part of it. The present study examined how an Indonesian reconstructed her identity as an English language learner (ELL) as she went through various learning experiences since childhood to university level in two different countries. In-depth interview was conducted to collect the participant's account on her experiences, followed by several online correspondences within two months after the interview was conducted. The results of this study indicated that parental support and school policy and environment played an important role in reshaping the participant's identity. Her identity construction was then explained using Gee's (2000) four perspectives of identity. This study extends the research on learner identity particularly in Indonesian context or any other contexts with nearly similar characteristics.

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“…However, this study showed that language learners in EFL contexts might be able to do so if their awareness of English had been properly nurtured inside and outside the classroom. This point was aptly asserted by Gao (2012: 592) who argues that immediate family members ‘can be regarded as highly proactive shadow teachers for their children, whose support was essential to their success in learning English’ and in conceptualizing future visions that hold the flavour of actuality rather than fantasy.…”

Section: Discussionmentioning

confidence: 99%

Examining the Impact of Immediate Family Members on Gulf Arab EFL Students’ Strategic Language Learning and Development

Hajar

2017

RELC Journal

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This article provides a qualitative inquiry into the influences of immediate family members (i.e. parents and siblings) on a group of Gulf Arab EFL students regarding their language learning experiences and strategy use in their Arab homelands. The participants came from financially comfortable families, with different levels of education. The data collected from a written narrative and four subsequent semi-structured interviews suggest that the occupation and educational attainment of the participants’ family figures (mostly parents) affected the amount and kind of support these families offered to the participants while learning English. Less educated parents involved themselves indirectly in their children’s English language learning, and their involvement appeared at a late stage in the participants’ academic lives in the form of emotional and/or financial support. The language learning strategies (LLSs) used by these participants were mainly exam-oriented. Conversely, higher educated parents contributed to enabling their children to enact their desired future self-images confidently as English speakers from the beginning, for example by sending them to well-resourced private educational establishments throughout their education. From this qualitative study, pedagogical implications as well as areas for ongoing research are suggested.

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Parental strategies in supporting Chinese children’s learning of English vocabulary

Cited by 30 publications

References 24 publications

The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

The Role of Family and School in English Language Learner Identity Construction: An Indonesian Case

Examining the Impact of Immediate Family Members on Gulf Arab EFL Students’ Strategic Language Learning and Development

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