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An investigation of the relationship between college Chinese EFL students' autonomous learning capacity and motivation in using computer-assisted language learning.

机译:中国大学生英语自主学习能力与计算机辅助语言学习动机的关系研究。

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摘要

The purpose of the study was to investigate the relationship between college EFL students' autonomous learning capacity and motivation in using web-based Computer-Assisted Language Learning (CALL) in China. This study included three questionnaires: the student background questionnaire, the questionnaire on student autonomous learning capacity, and the questionnaire on student motivation. They addressed the following research questions: (1) What is the Chinese college EFL students' autonomous learning capacity with the web-based CALL approach chosen by this study? (2) What is the students' classroom motivation towards the web-based CALL approach chosen by this study? (3) What is the relationship between the students autonomous learning capacity and classroom motivation with the web-based CALL approach? (4) Do students of high and low English proficiency differ in their autonomous learning capacity and classroom motivation with the web-based CALL approach?;The participants of the study were college undergraduates from five universities in Canton, China. Descriptive statistics were used to investigate the questions concerning students' autonomous learning capacity and motivation with the web-based CALL program. Canonical correlation procedures were used to explore the relationships between students' autonomous learning capacity and motivation. ANOVA was used to investigate how these two factors were influenced by students' English proficiency.;The results of the current study led to some interesting findings as well as some implications for L2 motivation theory, future pedagogy, and future research. The study showed that the participants possessed intermediately high autonomous learning capacity and medium motivation towards CALL English learning. Student autonomous learning capacity and student motivation were strongly correlated, and could well explain each other to some extent. The higher autonomous learning capacity a student possessed, the higher learning motivation he/she had. Students of higher autonomous learning capacity and motivation tend to have higher English proficiency, yet there was no significant statistical difference for autonomous learning capacity among the three proficiency groups (high, intermediate, low). Only the motivation towards CALL were found to be statistically different from other two groups. The research showed that the traditional learning process was still the dominant power in the Chinese College English classroom. Web-based CALL couldn't replace the traditional teaching approach at the present stage, and the teacher would need to give students more guidance to improve their interests and confidence to learn English under the new learning environment.
机译:这项研究的目的是调查中国大学生英语自主学习能力与在使用基于网络的计算机辅助语言学习(CALL)的动机之间的关系。这项研究包括三个问卷:学生背景问卷,有关学生自主学习能力的问卷和有关学生动机的问卷。他们提出了以下研究问题:(1)通过本研究选择的基于Web的CALL方法,中国大学生EFL的自主学习能力是什么? (2)学生对本研究选择的基于网络的CALL方法的课堂动机是什么? (3)使用基于网络的CALL方法,学生的自主学习能力和课堂动机之间有什么关系? (4)使用基于网络的CALL方法,英语水平高低的学生在自主学习能力和课堂动机方面是否有所不同?;研究的参与者是中国广州五所大学的大学生。描述性统计用于通过基于网络的CALL程序调查有关学生的自主学习能力和动机的问题。典型的相关程序被用来探索学生的自主学习能力和动机之间的关系。方差分析用于研究这两个因素如何影响学生的英语水平。本研究的结果导致了一些有趣的发现,以及对二语动机理论,未来教学法和未来研究的启示。研究表明,参与者具有中等程度的自主学习能力和中等的CALL英语学习动机。学生的自主学习能力和学生的动机密切相关,并且可以在一定程度上相互解释。学生拥有的自主学习能力越高,他/她拥有的学习动机就越高。具有较高自主学习能力和积极性的学生往往具有较高的英语水平,但三个熟练程度组(高,中,低)之间的自主学习能力差异无统计学意义。从统计上看,只有CALL的动机与其他两组不同。研究表明,传统的学习过程仍然是中文大学英语课堂的主导力量。在当前阶段,基于网络的CALL不能替代传统的教学方法,老师需要给学生更多的指导,以提高他们在新的学习环境下学习英语的兴趣和信心。

著录项

  • 作者

    Pu, Minran.;

  • 作者单位

    University of Kansas.;

  • 授予单位 University of Kansas.;
  • 学科 Education Bilingual and Multicultural.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 171 p.
  • 总页数 171
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 H-4;T-4;
  • 关键词

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