数字通信活动和EFL学习者的沟通和参与意愿:探索中间语言学习者的感知
Ruyu Han1, Goudarz Alibakhshi2, Lu Lu3
1Foreign Language Teaching Department, Shanxi Finance and Taxation College, Taiyuan, China.
Heliyon
|February 9, 2024
概括
数字通信活动显著提高了英语作为外语 (EFL) 学习者的参与度和沟通意愿 (WTC). 这项研究强调了整合数字工具的好处,以加强语言学习和课堂参与.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 获得第二语言的学习.
背景情况:
- 数字通信工具越来越多地用于英语外语 (EFL) 教学.
- 这些工具对学习者参与度和沟通意愿 (WTC) 的影响仍未得到充分研究.
- 现有的研究缺乏对数字通信对EFL学习者的多方面的影响进行全面调查.
研究的目的:
- 调查数字沟通活动对EFL中级学习者的参与的影响.
- 评估数字通信活动对中级EFL学习者的沟通意愿 (WTC) 的影响.
- 评估将数字通信整合到EFL学习环境中的优势.
主要方法:
- 一种混合方法的方法,结合了定量测试前后测试比较和定性采访.
- 定量阶段:控制和实验组中的80名中级中国EFL学习者完成了参与和WTC尺度.
- 定性阶段:采访了20名EFL学习者,他们接触了数字沟通活动.
主要成果:
- 在实验组中观察到情感,认知和行为参与的显著改善.
- 在口语,写作,阅读和理解方面, EFL学习者的沟通意愿 (WTC) 得到了实质性的积极影响.
- 数字通信活动显然增强了学习者参与和信心的多个方面.
结论:
- 整合数字通信活动为EFL教师和学习者提供了实际的好处.
- 这些活动有效地提高了EFL教室的学习者参与度和沟通意愿 (WTC).
- 这些发现支持数字工具在现代语言教育中的教学价值.
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