通过以自我效能为基础的教学来提高大学英语写作
1School of Applied Foreign Languages, Zhejiang Yuexiu University, Shaoxing, Zhejiang, China.
Frontiers in psychology
|October 10, 2025
概括
这项研究通过15周的干预改善了大学生的英语写作技能和信心. 教学方法提高了自我效能和写作表现,展示了一个"自信-技能协同作用"的模型.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
- 写作教学 写作教学
背景情况:
- 一年级非英语专业的学生经常在学术写作方面扎.
- 提高写作自我效能对于学业成功至关重要.
- 现有的干预措施可能无法充分满足个人的学习需求.
研究的目的:
- 为了评估大学生英语写作15周的教学干预.
- 检查差异化教学,多源反和结构化的写作对写作自我效能和绩效的影响.
- 调查自我调节学习的调解作用和自我效能与绩效之间的相关性.
主要方法:
- 准实验性设计,包括干预前后的评估.
- 综合方法:差异化教学,多源反,三阶段写作教学.
- 专注于脚手架,掌握经验和自我调节的学习行为.
主要成果:
- 在写作自我效能和写作表现方面都观察到显著的改善.
- 在写作自我效能和写作表现之间发现了强烈的正相关性.
- 自主调节的学习行为调解了心理信念和写作表现之间的关系.
结论:
- 综合干预有效地提高了学生的英语写作技能和信心.
- 差异化的教学满足不同的学习者需求,促进进步.
- "信心-技能协同作用"模型为EFL写作指令提供了一个可扩展的框架.
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