在混合学习环境中分析EFL学习者的降低动力因素
Wenjing Zhou1,2, Yan Zhan1, Esther Jawing2
1School of Foreign Languages, Jiangxi Agricultural University, Nanchang, China.
Frontiers in psychology
|November 6, 2023
概括
在混合英语作为外语 (EFL) 学习中,学习者的低动力是常见的. 一个新的因素,在在线学习中缺乏自律,出现了,动机较低的学生发现更多的因素降低了动力.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
背景情况:
- 丧失动力是第二语言和外语学习中经常出现的挑战.
- 之前的研究主要研究了传统的课堂环境,忽视了混合学习环境.
研究的目的:
- 在混合的英语作为外语 (EFL) 背景下,调查中国大学生对降低动力因素的学习者认知.
- 为了确定混合EFL学习环境中特有的独特的降低动力因素.
主要方法:
- 在中东中国,对272名大学二年级学生进行了问卷调查.
- 该调查使用了34项利克尔特度量表,从已建立的低动机度量表中改编出来.
- 探索性因子分析和独立样本t测试用于数据分析.
主要成果:
- 确定了五个关键的降低激励的因素.
- 发现了一种新的因素,即'学习者在在线学习中缺乏自律'.
- 在男性/女性或农村/城市学习者之间,没有发现激励因素的显著差异.
- 不那么有动机的学习者认为四个因素比更有动机的学习者更能降低学习的动力.
结论:
- 学习者自律是混合EFL学习成功的关键因素.
- 了解特定的降低激励因素对于改进混合学习设计至关重要.
- 在混合EFL环境中,对于缺乏动机的学习者可能需要有针对性的干预措施.
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