探索孟加拉国英语作为外语学习者的正念和参与在线学习环境中的参与
Mojtaba Khatami1, Afsana Jerin Shayery2, Santosh Kumar Behera3
1Faculty of Arts and Social Sciences, Universiti Brunei Darussalam, Brunei.
Acta psychologica
|January 26, 2025
概括
在疫情期间,正念实践并没有显著改善孟加拉国英语外语 (EFL) 学习者的在线参与. 该研究建议专注于基础设施和对数字学习环境的文化敏感支持.
科学领域:
- 教育心理学教育心理学
- 数字学习数字学习
- 获得第二语言的学习.
背景情况:
- 在全球范围内,COVID-19大流行需要快速转向在线学习.
- 作为外语英语 (EFL) 学习者在数字环境中面临着独特的挑战.
- 正念在支持学生参与在线学习中的作用需要进一步研究,特别是在非西方背景下.
研究的目的:
- 调查孟加拉国EFL学习者之间的正念和在线参与之间的关系.
- 在这个特定的人群中评估正念和在线参与度的可靠性和有效性.
- 探索学生在线学习的经验和大流行期间正念的影响.
主要方法:
- 这是一种混合方法方法,结合了定量 (Langer正念量表,在线学生参与量表) 和定性 (开放式响应) 数据.
- 定量分析包括描述性和回归分析.
- 用描述性现象学分析了定性数据.
主要成果:
- 在正念和在线参与之间没有发现显著的相关性.
- 在线学生参与度表 (OSES) 显示可接受的可靠性,但Langer正念度表 (LMS) 对孟加拉国EFL学生的可靠性不佳.
- 定性发现表明控制位置的转变,有无助感,正念并没有减轻压力或增强参与度.
结论:
- 只有正念可能不足以提高在线EFL学生在非西方环境中的参与度.
- 对于这个人口群体来说,朗格正念量表的有效性是可疑的.
- 建议包括开发弹性在线学习基础设施,改善互联网接入,实施文化敏感的福祉策略.
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