在EFL写作中反素养的心理维度:泰国教师与学生对齐的混合方法研究
Aisah Apridayani1, Chantarath Hongboontri1, Sasa Watanapokakul1
1Faculty of Liberal Arts, Mahidol University, Thailand.
Acta psychologica
|February 14, 2026
概括
在泰国大学的EFL写作课程中,教师和学生的反感知显示了对重要性的共识,但对期望的分歧. 心理知情的做法,如清晰度和情绪的基调增强反吸收.
科学领域:
- 应用语言学 应用语言学
- 教育心理学教育心理学
- 获得第二语言的学习.
背景情况:
- 教师和学生对反的看法对于有效的英语外语 (EFL) 写作教学至关重要.
- 了解反期望中的对齐和分歧可以为教学实践提供信息.
- 心理知情反策略可以提高学生的吸收和学习成果.
研究的目的:
- 检查泰国大学EFL写作课程中教师和学生对反的看法.
- 为了确定心理上知情的实践,以提高EFL学习者之间的反吸收.
- 探索英语和非英语专业之间的反感知差异.
主要方法:
- 融合混合方法设计,整合定量 (利克特尺度问卷) 和定性 (采访,期刊,观察) 数据.
- 使用描述性统计和克鲁斯卡尔-瓦利斯H测试进行定量分析.
- 使用主题分析进行定性分析.
主要成果:
- 关于教师反的重要性和有用性的强烈趋同,反方式和标签透明度.
- 在教师和学生之间,以及英语和非英语专业之间,总体感知和期望的统计学上显著差异.
- 教师专注于整体反,而学生,特别是非专业的学生,回忆起表面层次的纠正;英语专业喜欢对话式反,非专业的学生更喜欢技术介导的格式.
结论:
- 在反中共享的价值观与不同的解释和重点共存,需要心理上明智的方法.
- 有效反的关键杆包括清晰度,支持性语气,差异化和数字工具,与反素养机制保持一致.
- 研究结果强调了EFL写作中以心理为基础的反设计的价值,并建议了未来的研究方向.
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