在在线课程模式下,中国农村初中学生的英语学习焦虑
Qiangfu Yu1, Dazhou Xu1, Rui Huang1
1Faculty of Humanities and Foreign Languages, Xi'an University of Technology, Xi'an, Shaanxi, China.
Frontiers in psychology
|July 10, 2023
概括
中国农村初中学生在在线课堂上经历了中度的英语学习焦虑. 这些因素包括个人,家庭,教师和社会环境,战略重点是心理健康和现实的目标设定.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 语言学的语言学.
背景情况:
- 由于COVID-19大流行,全球需要从传统的线下教育向大规模的在线教学转变.
- 小学高中学生代表了一个独特的人口,与老年学生相比,他们可能会经历不同的外语学习焦虑.
- 在线英语学习环境可能会给农村环境中的青少年学习者带来特定的挑战.
研究的目的:
- 调查中国农村初中学生中英语学习焦虑的流行,起源和应对机制.
- 了解在线课程模式对此学生群体外语焦虑的具体影响.
- 在数字教育的背景下,确定有效的策略来缓解英语学习焦虑.
主要方法:
- 通过问卷对东山初中120名学生进行量化数据收集.
- 通过对12名学生随机选择的子集进行采访收集的定性数据.
- 使用IBM SPSS统计数据收集数据的统计分析 26.
主要成果:
- 在参与的学生中普遍观察到适度的英语学习焦虑.
- 在线外语课程中,性别和焦虑水平之间没有发现统计学意义上的相关性.
- 确定的主要影响因素包括与学生相关的方面,家庭环境,教师/学校的影响以及更广泛的社会背景.
结论:
- 农村初中学生在在线学习英语时表现出适度的焦虑,受多种环境和个人因素的影响.
- 有效的焦虑管理策略包括准确的自我认知,开放的沟通,增强的心理性,积极应对挫折,并设定可实现的学习目标.
- 解决这些因素和实施有针对性的战略可以改善在线学习体验,并减少对外语的焦虑.
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