模拟关系和课堂气候在EMI学生课堂参与中的作用
1School of Foreign Languages, West Anhui University, Lu'an 237012, China.
Acta psychologica
|March 21, 2024
概括
这项研究发现,积极的关系 (rapport) 和支持性的学习环境 (课堂气候) 显著预测了学生对英语作为教学媒介 (EMI) 课程的参与. 这些因素对于加强对EMI课堂的参与至关重要.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 心理学 心理学 心理学
背景情况:
- 全球化增加了英语作为教学媒介 (EMI) 在高等教育中的使用.
- 现有的研究主要针对EMI的挑战和机遇,忽视了学生的课堂行为.
- 有限研究探讨了学生参与EMI课程的预测因素.
研究的目的:
- 研究关系和课堂气候在预测中国大学生在EMI环境中的课堂参与度方面的作用.
- 确定影响参与EMI课程的关键个人,人际和情境因素.
主要方法:
- 这项定量研究涉及416名来自EMI课程的中国大学生.
- 通过在线调查收集的数据,包括三个自我报告问卷.
- 统计分析包括相关性和多重回归.
主要成果:
- 在关系,课堂气候和课堂参与之间发现了显著的正相关性.
- 关系和课堂气候都成为课堂参与的重要预测因素.
- 调查结果强调了人际关系和环境因素在EMI设置中的重要性.
结论:
- 报告和课堂气候对于促进学生参与EMI课程至关重要.
- 对教师用英语教授学术科目的影响,强调创造积极的课堂环境.
- 建议需要进一步研究EMI环境中学生参与的决定因素.
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