The Effect on Students’ Learning Efficacy by Using Self-regulated Learning Combined with Game-Based Learning in Learning Idioms

Abstract

Idiom’s teaching has always been an important course in Chinese. But there are no specifically designed idioms teaching in current elementary school Chinese courses. Usually, the Idioms teaching is only part of supplementary materials in vocabularies teaching. Therefore, without full guidance from teachers, students can only learn idioms through repetition and memorization, causing their low interest in learning idioms. Therefore, how to enhance students’ motives and pique their interests to learn idioms, and how to help them memorize idioms better, is a very important topic. The purpose of this study is to understand the learning effects of students learning idioms through self-regulated learning combined with game-based learning. First, students are taught the strategy of self-regulated learning, so they can set their own learning goals, choose teaching materials they like and the way they’d like to learn, and arrange learning time. In the process teachers will guide students to learn idioms through the game-system or books, record students’ learning situation and process. Finally, students are allowed to sort out the learned materials so they can review them whenever they like. The result of this research shows that through the strategy of self-regulated learning combined with game-based learning, students’ grades have greatly improved, indicating that this learning model is better than traditional way, and can provide substantial enhancement in learning effect.