特质情绪智力及线上学习收获感对外语课堂无聊的预测作用  

The Predictive Effects of Trait Emotional Intelligence and Online Learning Achievement Perceptions on Foreign Language Class Boredom Among Chinese University Students?

作　　者：李成陈 Jean-Marc DEWAELE LI Chengchen;Jean-Marc DEWAELE

机构地区：[1]华中科技大学外国语学院,湖北武汉430074 [2]伦敦大学伯贝克学院,英国伦敦WC1B5DT

出　　处：《外语与外语教学》2020年第5期33-44,148,149,共14页Foreign Languages and Their Teaching

基　　金：2019年国家社科基金青年项目“学习环境对农村留守儿童英语学习行为的影响及其心理机制研究”(项目编号:19CYY017)的研究成果。

摘　　要：基于Pekrun(2006)的控制—价值理论,本研究探讨了特质情绪智力及线上学习收获感对外语课堂无聊的预测作用。348名我国大学生参与了线上问卷调查,使用SPSS19.0进行了描述性统计、独立样本t检验以及多元回归分析。结果表明:学生的情绪智力水平中等,在线上英语课程中的收获感一般,无聊水平较低,但显著高于面授水平。情绪智力和网课收获感共同负向预测无聊情绪,后者的预测作用(中到高等程度)远高于前者(小到中等程度)。研究结果不仅证实了控制—价值理论在网络外语教学情境中的适用性,还为如何优化线上外语教学及提高学习者的情绪健康提供一定启示。Based on Pekrun’s(2006)control-value theory,the present study examines the predictive effects of trait emotional intelligence(TEI)and online learning achievement perceptions on Foreign Language Class Boredom(FLCB)experienced during an online English course.A total of348 Chinese tertiary students filled in an online questionnaire.Descriptive statistics,an independent t-test and multiple regression analysis was conducted using SPSS 19.0.The results showed that participants had a medium level of TEI,and moderate perceptions of online learning achievement.They reported experiencing a low-to-medium level of FLCB,which was significantly higher than that in traditional face-to-face EFL classes.Also,TEI and achievement perceptions copredicted FLCB negatively:The latter showed a medium-to-large effect size,while the former had a small-to-medium effect size.We discuss how the findings corroborate the applicability of the control-value theory to the context of online EFL class and identify pedagogical implications for optimising online L2 classes and fostering learner emotional well-being.

关 键 词：外语课堂无聊 特质情绪智力 学习收获感 网络学习 《外语无聊量表》 

分 类 号：H319[语言文字—英语]