A Study On The Cyclical Instruction Model Of Self-Regulated Learning In Classroom

With the rapid development of globalization, English is becoming the most important international language. Meanwhile, science and technological progress has turned 21st century into an epoch of knowledge-based economy, which is characterized by the explosion of information. Thus, there is a consistent demand for students to have life long learning capacity that enable them to continually upgrade their skills and knowledge through their own self-motivation and learning skills. An important aspect for achieving these goals—improving learners English proficiency and acquiring life long learning capacity, is to foster learner self-regulation.There are many ways to foster learner self-regulation, one of them is through the instruction model in classroom, in which students self-regulate their learning,take more responsibilities for their learning, and gradually acquire self-regulation. Many linguists and educators at home and abroad have succeeded in doing it. Under the Chinese teaching and learning context, in which learners excessively depend on teacher, they urgently need this kind of instruction model in classroom.The present study presents an experimental study of self-regulation training through the Cyclical Instruction Model of Self-Regulated Learning (CIMSRL) in classroom on non-English major college freshmen for a semester in order to foster learner self-regulation and improve their English proficiency. Participants in the experiment are 102 first-year traditional Chinese medicine majors from two existing classes in Jiangxi University of TCM Science and Technology College. The two classes are randomly assigned as the experimental group and control group.Research questions are 1)Is the Cyclical Instruction Model of Self-Regulated Learning more effective in fostering learner self-regulation than traditional instruction in classroom? 2) Does the higher self-regulation of the whole class gain higher total average score as well as all subskills average score, such as listening, grammar & vocabulary, reading, translating, writing and speaking of the final English examination than lower self-regulation of the whole class after a term's experiment?The experimental instruments are questionnaires, semi-structured interview and English proficiency test paper. SPSS is used to analyze the collected data for research findings. Semi-structured interviews records are supplemented for explain the untouched problems in the questionnaires.The experimental results based on the data analysis and interview records indicates: 1) After a term'experiment, the experimental group'total self-regulation is higher than control group's. And among of them, learners'intrinsic motivation, self-efficacy, time management, metacognitive-self-regulation, effort self-regulation, seek helping etc. in the EG are greatly improved, the means of them are higher than those of CG. This proves that the CIMSRL is more effective in fostering self-regulation than tradition instruction. 2) The higher self-regulation of the whole class(EG) gain higher total average score and higher mean scores of listening, speaking and reading of the final examination, but the means of grammar & vocabulary, translating and writing are not significant difference between the two groups.The reasons of the above findings are that the processes of the SRL can foster learners'self-regulation, and the use of SRL strategies not only develop learners'self-regulation but also improve their English proficiency. It is the practices of the processes of the CIMSRL and the strategies of SRL in the CIMSRL that foster learners'self-regulation and improve the total English proficiency. However, limitations of the present study still exist for the scope of the experiment and other factors. Further research should be considered these aspects, such as, learning materials and taking longer experimental time, etc.