摘要
泛在学习环境下,自主学习中心因其场所固定而存在局限性,导致大学生英语自主学习的动机减退。文章通过回溯式写作,探究了基于自主学习中心的英语学习动机减退现象及其影响因素。结果显示:动机减退主要表现在时间投入减少、主动性减弱、学习行为弄虚作假、持续学习意向降低四个方面;其影响因素可归纳为外部因素(包括环境与设备不完善、学习资源与内容自主选择性差、教师支持和社会互动缺位),中介因素(包括有用性和移动性感知程度较低)和内部因素(包括学习者英语学能有限、自主性较弱、学习兴趣不高)。最后,文章提出了推进泛在学习环境下自主学习中心建设的建议。
Under the U-learning environment, the field-of-use restrictions have resulted in learners＇ demotivation for SAC-based English autonomous learning. This study probes into the demotivators through retrospective writing interviews with 50 college students. Content analysis and open coding reveal that learners＇ demotivation is reflected in decreased time investment, weakened learning initiative, fraud learning behaviors and reduced continuance intention. Demotivators can be categorized into external factors（inadequacies in environment and facilities, limited opportunities for self-choice, absence of teacher support and social interaction）, mediating factors（lower perceived usefulness and perceived mobility） and internal factors（learners＇ undesirable competency, autonomy and interest in EFL learning）. Finally, some suggestions are proposed to promote the construction of SAC in U-learning settings.
出处
《现代教育技术》
CSSCI
北大核心
2018年第2期68-74,共7页
Modern Educational Technology
基金
教育部人文社科青年项目“学术英语导向下的大学英语教师整合技术的学科教学知识研究”(编号：17YJC740125)
湖北省教育厅人文社科青年项目“TPACK框架下高校外语教师专业发展动机的结构模型与影响机制研究”(编号：17Q047)的阶段性研究成果
