A Chinese Learner and Her Self-Regulated Learning: An Autoethnography

In this paper, I use an autoethnographical approach, coupled with existing research literature on Chinese learners and learning, to reflect upon my own experiences as a junior high school student in order to explore how Chinese students perceive their learning, and how they establish and justify their own sense of self-regulation in learning. It is found there is a hybrid of nuanced cultural meanings underneath the self-regulated learning experiences in the Chinese context.