从表面到深度的在线语言学习方法:在线自我调节的关键作用
Amir Reza Rahimi1, Ana Sevilla-Pavón1
1Language, Literatures and Cultures, and Its applications, University of Valencia, Valencia, Spain.
Acta psychologica
|December 9, 2024
概括
这项研究表明,教学和同行支持积极影响学生对在线语言学习的深度和表面方法. 在线自我调节显著缓和了这种关系,强调了深度学习.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 心理语言学 心理语言学
背景情况:
- 学生对在线技术的方法 (SAOLT) 在STEM教育中得到了充分的研究.
- 人文学领域,特别是计算机辅助语言学习 (CALL) 和心理语言学,需要更多关于学习者对在线学习环境的方法的研究.
- 现有的研究缺乏全面的框架来理解语言学习中的这些方法.
研究的目的:
- 调查伊朗高中EFL学习者对在线语言学习 (OLL) 的方法.
- 检查教学,技术和同行支持对OLL方法的影响.
- 探索在线自我监管在支持和OLL方法之间的关系中扮演的调解角色.
主要方法:
- 涉及686名伊朗高中EFL学习者的定量研究.
- 部分最小平方模型 (PLS-SEM) 用于反射和形成性分析.
- 验证了在线语言学习和中学教育的概念框架.
主要成果:
- 教学和同行支持对OLL的深度和表面方法产生了积极的影响.
- 支持最大化在线存在和有意义的语言学习.
- 在线自我调节显著调节了这种关系,加强了与深度学习的联系.
结论:
- 介绍了一个新的概念框架,语言学习者对在线语言学习 (OLLA) 的方法,对CALL和心理语言学.
- 强调教学和同行支持在培养深度学习方法方面的重要性.
- 建议从以教师为中心的转向以同行为中心的在线教学,以加强深度学习.
关键词:
计算机辅助语言学习 (CALL)语言学习者的支持语言学习者的支持.在线自我监管 (OSEL)心理语言学精神语言学学生的学习方法 (SAL)学生对在线技术的方法 (SAOLT)教英语作为外语的教学更多相关视频
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