在COVID-19后的时代,影响中国EFL学生在线学习焦虑的因素
Renzhong Peng1, Shiying Wang1, Na Liu2
1School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, Hubei, China.
Heliyon
|February 23, 2024
概括
在线学习焦虑在中国英语作为外语 (EFL) 学生中很常见. 低动机和技术问题等因素会增加焦虑,而沟通有助于减少焦虑.
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
- 远程教育是远程教育.
背景情况:
- 在线学习已经成为一种重要的教育模式,特别是在COVID-19后.
- 需要进行研究,以了解在大学英语课程中导致在线学习焦虑的因素.
- 基根的远程教育框架为这项研究提供了理论基础.
研究的目的:
- 调查影响在线学习焦虑的因素在中国英语作为外语 (EFL) 学生中.
- 在线英语学习的背景下,研究各种因素和焦虑水平之间的关系.
- 为减轻焦虑和改善在线学习体验提供见解.
主要方法:
- 在中国对899名EFL学生进行了一项定量在线调查.
- 通过对10名学生进行后续采访,收集了定性数据.
- 统计分析包括描述性分析,探索性因子分析,可靠性分析和多重线性回归.
主要成果:
- 很大一部分中国的EFL学生经历了轻度至重度的在线学习焦虑.
- 缺乏学习动机,与教师和同龄人分离,以及技术挑战积极预测焦虑.
- 缺乏双向沟通负面预测了在线学习焦虑.
结论:
- 在线学习焦虑是中国EFL学生的一个普遍问题.
- 解决动机,社会联系,技术支持和沟通对于减轻焦虑至关重要.
- 心理指导和有效的策略对于成功的在线学习适应至关重要.
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