A Study on the Regulation of Learning in Peer Interactions and Its Relationship with Exploratory Talk in Chinese College Students'English Classrooms
This study explored the regulation of learning in peer interactions and its relationship with exploratory talk in Chinese college students'English classrooms.The results showed that students regulated individual or group behaviors through self-regulation,co-regulation and socially shared regulation.All three types of regulations positively predicted exploratory talk,and socially shared regulation had the strongest predictive power.Emotion regulation in self-regulation,content monitoring and emotion regulation in co-regulation,and task understanding and content monitoring in socially shared regulation could positively predict exploratory talk.There was still room for improvement in the proportion of socially shared regulation and exploratory talk.The results of the study have important implications for college English teaching in China.
English classroompeer interactionregulation of learningexploratory talkrelationship
万方数据
维普
