减少EFL学习者在线课程中的外语焦虑的策略:调查教师的教学资格和经验
Heliyon
|August 4, 2023
概括
中国的EFL教师使用26种应对策略来减少在线学习者对外语焦虑 (FLA). 经验丰富和认证的教师更频繁地使用这些策略,为教育工作者提供实用的见解.
科学领域:
- 教育心理学教育心理学
- 应用语言学 应用语言学
- 获得第二语言的学习.
背景情况:
- 外国语言焦虑 (FLA) 是英语作为外语 (EFL) 学习者的一个重要问题.
- 现有的研究提供了应对策略,但它们在在线学习环境中的应用仍未得到充分探索.
- 这项研究重点关注中国EFL教师在线学生中减轻FLA的策略.
研究的目的:
- 识别和检查中国EFL教师在在线课堂上使用的应对策略.
- 调查教师资格和经验对策略利用的影响.
- 为提高EFL学习体验提供实际影响.
主要方法:
- 一种混合方法的方法,结合了定性访谈和定量调查.
- 定性阶段:通过理论抽样采访了23名中国EFL教师.
- 定量阶段:使用26项调查问卷调查了200名中国EFL教师;通过因子分析和t测试分析数据.
主要成果:
- 专题分析揭示了教师使用的26种不同的应对策略.
- 因子分析证实了调查问卷的可靠性和构造有效性.
- 经验丰富且获得认证的教师与经验较少或没有认证的同学相比,更频繁地使用应对策略.
结论:
- 中国的EFL教师在在线环境中使用各种各样的26种应对策略.
- 教师的经验和认证与使用FLA应对策略的频率有积极的相关性.
- 结果为EFL教师提供了宝贵的理论见解和实际指导,特别是那些对在线教学新手的教师.
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