探索EFL学生的写作表现和活动理论相关影响因素在混合学习环境中的关系
Yuling Wang1, Shaidatul Akma Binti Adi Kasuma1, Salasiah Binti Che Lah1
1School of Languages, Literacies and Translation, Universiti Sains Malaysia, Penang, Malaysia.
PloS one
|June 17, 2024
概括
混合学习对英语作为外语 (EFL) 写作产生积极影响,其表现与主题,社区,对象,规则和劳动分工有关. 这些因素在混合学习环境中也显示出积极的相互关系.
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:
- 由于技术进步,混合学习在英语外语 (EFL) 写作教学中越来越普遍.
- 在EFL写作中混合学习的有效性受到多个相互关联的因素的影响.
- 活动理论为理解这些复杂的相互作用提供了一个框架.
研究的目的:
- 调查EFL学生的写作表现与混合学习环境中的关键影响因素之间的关系.
- 在混合学习条件下分析这些影响因素之间的相互关系.
- 应用活动理论来理解混合学习的动态在EFL写作中.
主要方法:
- 使用的定量研究方法.
- 数据是通过对33名本科生进行的英语论证性写作测试和问卷收集的.
- 分析的重点是写作表现,影响因素和因素相互关系之间的相关性.
主要成果:
- EFL学生的论证性写作表现显示了与主题,社区,对象,规则和劳动分工的显著正相关,以下降顺序.
- 在混合学习环境中的大多数因素之间观察到显著的积极关系.
- "规则"和"劳动分工"之间没有发现显著的关系.
结论:
- 该研究强调了特定因素对混合学习环境中EFL写作表现的重大影响.
- 研究结果为优化混合写作教学提供了实用的见解,并为未来的研究提供了方向.
- 建议包括扩大样本规模,纳入多种写作类型,并采用混合方法方法来实现更广泛的应用.
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