StrategiesinEnglishSpeechClass.PDF

Training College Students to Use Self-Monitoring Strategies in English Speech Class 徐碧霙 Training College Students to Use Self-Monitoring Strategies in English Speech Class 徐碧霙 Pi-Ying Hsu Department of Applied Foreign Languages Chaoyang University of Technology Introduction During the last three decades, education research has drawn attention to the framework for understanding the psychological basis of learning from a teacher-centered approach to a student-centered approach. The viewpoint has emphasized a major responsibility on students for their own learning. Students should not rely on instructors to learn successfully only in schools; on the contrary, they should promote themselves to be self-motivated, self-regulated, and independent thinkers and learners throughout their lives. John Gardner, former Secretary of Health, Education, and Welfare of the United States defined the favorable feature of self-regulated learning quite well-- “ The ultimate goal of the educational system is to shift to the individual the burden of pursuing his own education” (as cited in Zimmerman Schunk, 1989). Self-monitoring has been considered as an influential sub-process for the success of self-regulation. The effects of self-monitoring on 1 朝陽人文社會學刊 第六卷第一期 students learning have been explored in a variety of areas. A number of researchers have found that through the application of self-monitoring strategies, they can improve students’ academic performance (Lan, 1998), time on task (DiGangi, Maag, Rutherford, 1991), classroom behavior (Maag, Rutherford, DiGangi, 1992), and problem-solving ability (Delclos Harrington, 1991). As an instructor in the English Speech course, I found that many EFL college students entered the English speec