The Effects of Reading and Discussion Class on Undergraduates’ Self-regulated Learning

This paper is to analyze the effects of reading and discussion class on undergraduates’ self-regulated learning. Data were collected from a total of 32 undergraduates completing pre- and post-surveys, which were the modified version of Pintrich & DeGroot’s(1990) MSLQ (Motivated Strategies Learning Questionnaire). It consists of 5 questions of critical thinking, 14 questions of meta-cognitive, and 5 questions of self-efficacy. In addition, the in-depth interviews in person were carried out with ten students who agreed it. A paired t-test was used for data analysis. The findings are summarized as follows: 1) The means of critical thinking and meta-cognitive showed the statistically meaningful difference from paired t-test of pre- and post-surveys. 2) The means of self-efficacy also showed the significant difference from the paired t-test of pre- and post-surveys. In addition, most of the interviewees realized that reading and discussion class enabled them to enhance thinking skills and learning course design skills, and make good relationships among peers. Consequently, it is Reading and Discussion that can enhance learners’ self-regulated learning.