Analysis of China’s English Curriculum Standards for Compulsory Education from the Perspectives of Self-regulated Learning

Authors

  • Fengmei Zou Huizhou University https://orcid.org/0000-0001-5279-8956
  • Cui Zhiyu Huizhou University
  • Lin Qiucheng Huizhou University
  • Li Rou Huizhou University
  • Sun Sitong Huizhou University
  • Zheng Jiaying Huizhou University
  • Zheng Renli Huizhou University
  • Zhong Siqiong Huizhou University
  • Zhu Xiaohua Huizhou University

DOI:

https://doi.org/10.3126/gipan.v6i1.68121

Keywords:

English curriculum standards, self-regulated learning, EFL, China

Abstract

This paper analyzes the English Curriculum Standards for Compulsory Education (2022 Edition) developed and implemented by the Ministry of Education in China. We used Self-regulated Learning as a perspective in analyzing the curriculum standard and identified several elements of Self-regulated Learning emphasized in the document. This paper further elaborates how an inclusion of self-regulation is aimed at enhancing the teaching and learning of English as a foreign language in China. It presents the stages and sub-processes of self-regulated learning, in analyzing the curriculum standard. In this qualitative text analysis, the findings have been reported on thematic basis using the self-regulated learning framework and the elements that facilitate self-regulation. The findings show that English education under the guidance of the Standards attaches high importance towards stimulating learners' autonomy and cultivating their self-regulated learning ability. This finding has an important implication for the future teaching and learning of English as a foreign language in China as such a policy focus on the self regulation can lead towards an improved engagement of the English learners in schools.

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Published

2024-07-30

How to Cite

Zou, F., Zhiyu, C., Qiucheng, L., Rou, L., Sitong, S., Jiaying, Z., Renli, Z., Siqiong, Z., & Xiaohua, Z. (2024). Analysis of China’s English Curriculum Standards for Compulsory Education from the Perspectives of Self-regulated Learning. Gipan, 6(1), 5–18. https://doi.org/10.3126/gipan.v6i1.68121

Issue

Section

Research Article