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Article: Appropriation of resources by bilingual students for self-regulated learning of science
Title | Appropriation of resources by bilingual students for self-regulated learning of science |
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Authors | |
Keywords | Self-regulated learning Bilingual education Science learning Activity theory Sociocultural theory |
Issue Date | 2020 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp |
Citation | International Journal of Bilingual Education and Bilingualism, 2020, v. 23 n. 5, p. 567-583 How to Cite? |
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. |
Persistent Identifier | http://hdl.handle.net/10722/251823 |
ISSN | 2021 Impact Factor: 3.165 2020 SCImago Journal Rankings: 1.269 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Hu, J | - |
dc.contributor.author | Gao, X | - |
dc.date.accessioned | 2018-03-19T07:01:49Z | - |
dc.date.available | 2018-03-19T07:01:49Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | International Journal of Bilingual Education and Bilingualism, 2020, v. 23 n. 5, p. 567-583 | - |
dc.identifier.issn | 1367-0050 | - |
dc.identifier.uri | http://hdl.handle.net/10722/251823 | - |
dc.description.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. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp | - |
dc.relation.ispartof | International Journal of Bilingual Education and Bilingualism | - |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis Group in International Journal of Bilingual Education and Bilingualism on 04 Oct 2017, available online at: http://www.tandfonline.com/doi/abs/10.1080/13670050.2017.1386615 | - |
dc.subject | Self-regulated learning | - |
dc.subject | Bilingual education | - |
dc.subject | Science learning | - |
dc.subject | Activity theory | - |
dc.subject | Sociocultural theory | - |
dc.title | Appropriation of resources by bilingual students for self-regulated learning of science | - |
dc.type | Article | - |
dc.identifier.email | Hu, J: hujj@hku.hk | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1080/13670050.2017.1386615 | - |
dc.identifier.scopus | eid_2-s2.0-85030686051 | - |
dc.identifier.hkuros | 284427 | - |
dc.identifier.volume | 23 | - |
dc.identifier.issue | 5 | - |
dc.identifier.spage | 567 | - |
dc.identifier.epage | 583 | - |
dc.identifier.isi | WOS:000530997900004 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 1367-0050 | - |