摘要
文章以国内某高校356名非英语专业本科一、二年级学生为研究对象,考察大学英语线上教学环境下学生的自我决定动机、学习的计划行为与学习意向之间的关系及作用机制。结果表明:(1)学生的自我决定动机水平中等,知觉行为控制水平中等偏高,态度和主观规范水平中等;(2)自我决定动机能正向预测计划行为,也能正向预测学习意向;(3)计划行为在自我决定动机与学习意向之间起多重中介作用。研究结果不仅有助于理解大学英语线上教学环境下大学生自我决定动机水平与学习意向之间的路径关系,也有助于大学英语教师从调控学生的自我决定动机、对接教学任务与学生的计划行为两个方面优化大学英语线上教学模式,促进学生的学习意向。
After the outbreak of Covid-19 in early2020,the Ministry of Education of People’s Republic of China has requested"non-stop classes"in the spring term at all levels of education.The teaching of College English has transformed from the classroom teaching or mixed teaching mode to entirely online mode with the help of information technology.College students in the online teaching environment are supposed to have high learning motivation and properly regulate their planned behaviors of learning so that they could improve the intention and engagement in persistent online English learning(Grunschel et al.,2016).It is found that students with higher level of self-determinant motivation could better adapt to the online teaching environment and have stronger learning intention(Xu,2015;Zhou,2016).However,there are few empirical studies touching upon students’self-determinant motivation in College English online teaching environment and how the particular sets of controlled motivation and autonomous motivation may influence students’learning intention.Informed by the Self-determination Theory(SDT)and Theory of Planned Behavior(TPB),the present study investigated 356 Chinese year-1 and year-2 undergraduates’self-determinant motivation,perceived behavioral control,attitude,subjective norms,and their relationships with learning intention.The results showed that:(1)students had moderate levels of self-determinant motivation,moderate to high levels of perceived behavioral control,and they experienced moderate levels of learning attitude and subjective norms;(2)students’selfdeterminant motivation was positively correlated with their planned behavior and learning intention;(3)perceived behavioral control,attitude,subjective norms co-mediated the significant relationship between self-determinant motivation and learning intention.Theoretically,the results connect the behavioral,normative and control-related belief constructs in TPB to an integrated self-determinant motivational model.More longitudinal evidence is needed if we are to deepen the understanding of the interrelationships or causality among variables relevant to online learning intention.Pedagogically,the results provide insights for institutions aiming to strengthen online education programs,or to improve students’learning intention and engagement in such programs.First,this study shows that students’autonomous motivation plays an important role in determining their online learning intention.Therefore,English teachers should continue the learner-centered approach,so as to promote learner autonomy and empowerment in learning.Second,this study proves that students’perception of their online learning behaviors directly determine their intention to attend online courses.Thus,English teachers should organize workshops of online teaching with explicit requirements to increase the successful completion of online courses.Third,the study reveals that students’negative view of online courses could hamper their intention to use or to persevere in the online courses.Thus,teachers’guidance and scaffolding are needed throughout the whole process of online teaching to promote students’positive attitudes.
作者
耿峰
于书林
郑尧
GENG Feng;YU Shulin;ZHENG Yao(School of Foreign Languages,Civil Aviation Univeity of China,Tianjin 300300,China;Faculty of Education,University of Macao,Macao SAR 999078,China;School of Foreign Languagcs and Literature,Shandong University,Jinan,Shandong 250100,China;School of Foreign Langnages,Chongqing University,Chongqing 401331,China)
出处
《外语电化教学》
CSSCI
北大核心
2021年第4期100-106,15,共8页
Technology Enhanced Foreign Language Education
关键词
自我决定动机
计划行为理论
大学英语线上教学
学习意向
Self-Determinant Motivation
Theory of Planned Behavior
College English Online Teaching
Learning Intention
