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Direct linkLau, Kit-ling – Reading and Writing: An Interdisciplinary Journal, 2020
In this study, an intervention program was designed based on the instructional principles of self-regulated learning (SRL), and its effectiveness in enhancing Hong Kong secondary three students' classical Chinese (CC) reading comprehension and motivation was evaluated. A pretest-posttest treatment-control group quasi-experimental design was used.…
Descriptors: Intervention, Comparative Analysis, Metacognition, Secondary School Students
Reading Performance and Self-Regulated Learning of Hong Kong Students: What We Learnt from PISA 2009
Lau, Kit-ling; Ho, Esther Sui-chu – Asia-Pacific Education Researcher, 2016
The outperformance of Chinese students in large-scale international assessments has increasingly attracted the attention of researchers. This study explored the relationship between an important student factor, self-regulated learning (SRL), and Hong Kong students' reading performance on Programme of International Student Assessment (PISA). Using…
Descriptors: Reading Achievement, Metacognition, Hierarchical Linear Modeling, Foreign Countries
Lau, Kit-ling – Educational Research and Evaluation, 2011
This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The…
Descriptors: Learning Motivation, Foreign Countries, Mandarin Chinese, Learning Experience
