在EFL背景下,学习者自主性和学术参与对沟通意愿,外语学习自尊和L2坚的预测效应
Ehsan Namaziandost1, Fidel Çakmak2, Tahereh Heydarnejad3
1Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran; Islamic Azad University of Ahvaz, Ahvaz, Iran.
Acta psychologica
|October 15, 2024
概括
提高英语作为外语 (EFL) 学生的自主性和学术参与度,提高了他们的信心和沟通意愿. 这支持了语言学习中的自决理论.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 语言学的语言学.
背景情况:
- 心理因素,如对错误的恐惧和动机下降,导致英语课堂上的说话焦虑.
- 学生缺乏感知到的自主性,参与或动机,阻碍了他们积极参与英语活动.
研究的目的:
- 调查自主和学术参与对英语外语 (EFL) 沟通意愿,自尊和L2坚的影响.
- 探索自决理论在促进EFL学习者的积极心理结果中的作用.
主要方法:
- 使用调查方法进行定量研究设计.
- 结构方程建模 (SEM) 和确认因素分析 (CFA) 用于数据分析.
- 从387名EFL大学生收集的数据.
主要成果:
- 提高自主性和学术参与度显著提高了学生用英语交流的意愿.
- 自主和学术参与对EFL学生的自尊和L2坚产生了积极的影响.
- 调查结果与自决理论一致,显示了它在EFL环境中的相关性.
结论:
- 培养学生的自主性和学术参与对于提高口语英语能力和信心至关重要.
- 教学策略应侧重于增强这些心理因素,以支持EFL学习者.
- 这项研究强调了自我决定理论在语言教育中的积极心理学的重要性.
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