A Research On Senior High School Students’ Self-regulated Learning In Doing English Homework

Since 1950 s,homework has been a heated discussed topic in the educational field.Almost every teacher assigns homework to students and every student in school has to do homework.In previous studies,researchers have focused on the correlation of homework and academic achievement as well as the current situation of homework including the amount of homework,difficulty of homework and content of homework.Meanwhile,the completion of homework attracted researchers’ attention,so they also carried out researches to explore the factors influencing students’ completion of homework.Inspired by their studies,this study pays attention to students’ self-regulated learning in doing homework,which is essential in students’ homework completion.In this study,the focus of the current situation of students’ self-regulated learning in doing homework is on English subject,while most of this kind of research are conducted in mathematics.Moreover,seldom researchers have done similar research in China,so this study is meaningful to teachers and students in China.The research purposes of the study are to find out the current situation of senior high students’ self-regulated learning in doing English homework and examine the correlation of students’ self-regulated learning in doing homework and students’ academic achievement.To realize the purpose,questionnaire and interview are adopted to explore the situation of students’ self-regulated learning in doing homework from the perspectives of motivation,behavior and strategies.Students and teachers in S High school in Chengdu took part in this study.After the data collecting,SPSS is employed to analyze the data,in which independent sample t-test,ANOVA,correlation analysis and regression analysis are used to see the differences and correlations.The results of the questionnaire show that no significant difference is found between two genders.In grade,only in metacognitive strategies,students in grade 3 are significantly higher than students in the other two grades.Among different academic achievement levels,high group,medium group and low group,in task value and self-efficacy,students in highgroup are significantly higher than the other two grades.About the correlation,there are positive relations between task value,self-efficacy,cognitive strategies,metacognitive strategies and academic achievement.There is no significant relation between students’ effort on homework and academic achievement.The results of the interview show that most teachers mainly assign homework of basic practice to students,and the difficulty is the same to all the students in the same class.In the way of assessment,teachers seldom adopt self-assessment and peer assessment and most of them don’t give comments on students’ homework.Also,the values they put on homework are mostly utility value,and the training of cognitive strategies and metacognitive strategies need improvement as well.Based on the results and discussion of students’ self-regulated learning on homework,practical suggestions are given to teachers in improving students’ self-regulated learning on English homework.