高校英语学习者技术接受与在线自我调控学习的结构关系研究  

The structural relations between technology acceptance and online self-regulation among English language learners in a higher education setting

作　　者：郑春萍[1] 王丽丽 Zheng Chunping;Wang Lili

机构地区：[1]北京邮电大学人文学院,北京100876

出　　处：《外语教学》2020年第2期64-70,共7页Foreign Language Education

基　　金：国家社会科学基金项目“高校英语学习者在线自我调控学习的理论构建与教学干预研究”(项目编号:19BYY221)的阶段性研究成果。

摘　　要：本研究基于技术接受模型理论与自我调控学习理论,随机抽取国内某综合大学289名二年级高校英语学习者作为研究对象展开研究。通过问卷调查收集数据,使用结构方程模型分析数据,揭示了学习者技术接受与在线自我调控学习之间复杂的结构关系。验证性因子分析表明,英语学习者对网络学习环境的技术接受包括感知的有用性、易用性与乐用性三个构成要素,其在线自我调控学习则包括目标设定、环境管理、任务策略、时间管理、求助策略与自我评价六个构成要素。路径分析进一步显示,学习者感知的有用性可以显著地正预测其在线自我调控学习,表明技术支持的语言学习环境越实用,学习者在线自我调控学习的努力程度越高。与之相反,学习者感知的易用性却与在线自我调控学习之间呈现显著的负预测关系,表明技术越简单易用,学习者在线自我调控学习所需的努力程度越低。而学习者感知的乐用性与在线自我调控学习之间并不存在显著的预测关系。研究结论增强了技术接受模型理论和自我调控学习理论在应用语言学领域的解释力,为技术支持的语言教学提供了相应的教学启示。This research integrates the technology acceptance model with English language leaners’ self-regulation,and further investigates the structural relationship among the factors of the two research constructs. The participants were 289 sophomores at a comprehensive university in China's Mainland. The data was collected through two questionnaires and were analyzed with a structural equation modelling approach. The confirmatory factor analysis shows that learners’ technology acceptance of online learning environments consists of three factors,namely,perceived usefulness,perceived ease of use and perceived enjoyment.Meanwhile,their online self-regulated English language learning consists of six factors including goal setting,environment structuring,task strategies,time management,help seeking and self-evaluation. Path analysis further indicates that perceived usefulness is the most powerful and positive predictor for learners’ online self-regulation,indicating that the more useful the technology-supported language learning environments are,the more efforts learners will exert on online self-regulated English language learning. On the contrary,learners’ perceived ease of use is a negative predictor for their online self-regulation,indicating the influences of easiness of technology on relieving learners from extra efforts of online self-regulation towards language learning. Moreover,perceived enjoyment has no prediction for learners’ online self-regulated learning. The study improves the explanatory power of the technology acceptance model and the self-regulated learning theory in the field of applied linguistics and provides related pedagogical implications for technology-enhanced language teaching.

关 键 词：技术接受 自我调控学习 在线自我调控学习 高校英语教学 

分 类 号：H319[语言文字—英语]