基于类型的教学对沙特大学生英语写作表现和动机的影响:一种混合方法研究
Muhammad M M Abdel Latif1, Talal Musaed Alghizzi2, Tahani Munahi Alshahrani2
1Faculty of Graduate Studies of Education, Cairo University, Giza, Egypt.
Frontiers in psychology
|June 10, 2024
概括
基于性别的教学显著改善了沙特大学生英语写作表现和动机. 这种教学技术增强了写作理解,焦虑,自我效能和自我概念,提高了整体的学业成绩.
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:
- 写作动机对于学生的发展至关重要,但培养它的教学技巧研究不足.
- 基于类型的教学是写作动机研究的背景下未经探索的教学方法.
研究的目的:
- 调查基于类型的教学对沙特大学生英语论证和分类论文写作表现的影响.
- 评估基于类型的教学对学生写作动机维度的影响,包括恐惧,焦虑,自我效能和自我概念.
主要方法:
- 一个准实验性的研究设计被采用了一个非随机样本的21英语作为外语 (EFL) 写作学生在沙特大学.
- 收集了指导前和后的数据,并补充了一个开放式问卷以评估干预的影响.
主要成果:
- 基于类型的教学导致学生整体写作表现的显著改善.
- 干预对写作动机的各种维度产生了积极的影响,包括减少恐惧和焦虑,增加自我效能和自我概念.
- 从问卷中获得的学生反证实了在写作学习和动机方面观察到的改善.
结论:
- 基于性别的教学是一种有效的教学方法,可以提高EFL大学生的写作技能和动机.
- 培养学生的语言,修辞意识和文本作文能力是提高他们写作动机的基础.
- 该研究强调了将基于类型的教学整合到EFL写作课程中的实际影响,以促进学生的参与和学术成功.
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