Appropriation of resources by bilingual students for self-regulated learning of science

Abstract

This study draws on the activity theory to explore how bilingual first-year secondary school students appropriate resources strategically in response to linguistic challenges in learning science through English in Hong Kong. The study explored 12 bilingual students' self-regulated strategy use by conducting in-depth interviews, stimulated recalls, observation and analysis of learning materials. Through analyzing these data, we examined how and why they appropriated and used resources strategically for self-regulated learning. The analysis revealed that the participants had used various artefacts (e.g., dictionary) and rules (e.g., evaluation criteria) to negotiate their respective roles (e.g., subject content learners and language learners) in situated communities of learning that consist of subject teachers, classmates, family members, private tutors and friends. Similarities and differences were found between the high achievers and the underachievers with regard to the use of resource-mediated strategies and the underlying reasons. The results inform the development of pedagogical schemes to enhance bilingual students' self-regulated strategic learning of academic subjects through English.

A Systematic Review of the Core Components of Language Learning Strategy Research in Taiwan

“…Of note methodologically, Cohen and Wang [15] developed micro-level methods to trace the functions of LLS and the fluctuations of those functions when LLS are in use. Meanwhile, researchers such as Hajar [27] and Hu and Gao [31] have leveraged other in-depth, qualitative approaches that have proven fruitful in exploring nuances in self-/co-/other-regulated strategic behavior, which is supported by arguments in other recent work [4,[60][61][62].…”

“…Theoretically, cognitive perspectives are considered mainstream approaches to conceptualizing LLS [e.g., 38,45], while socially oriented perspectives are generally seen as alternative approaches [see 23,27,31]. Both perspectives influence the nature of the research to be conducted and its implications.…”

“…First, we see a need for smaller, more in-depth studies that provide detailed information about the participants' backgrounds and contextual factors. Since LLS use has been shown to be idiographic (see 69) and influenced by sociocultural factors (see 23,27,31), studies would benefit from discussing these aspects in relation to their participants and contexts. In a similar vein, the primary and secondary levels are woefully underrepresented in studies as a whole, with insufficient attention paid to age effects, institutional practices, and early learner development.…”

The third wind of language learning strategies research

“…They also identified strategies that functioned as rule-mediated (e.g., evaluation criteria-mediated and time-mediated strategies), community-mediated (e.g., school, society, and family-mediated strategies), and role-mediated (as language learners and subject content learners). Interaction among the various resources and strategies was a key finding (see Hu & Gao, 2018, 2020).…”

Can Pupils Retell Concepts in English? An Analysis of How to Use EMI in Science Class

“…Pupils must optimize the resources around them so that their understanding and mastery of the science concepts are optimal. Resources that can be optimized by pupils are English encyclopedias and digital English dictionaries (Hu & Gao, 2020). The use of these resources is expected to be able to bridge the gap in the mastery of concepts and mastery of diverse English language skills of pupils.…”