线上英语教学环境下学习者自我调控能力研究  

Learners’Self-regulation in Online English Learning

作　　者：李莹莹 周季鸣 LI Yingying;ZHOU Jiming

机构地区：[1]河南财经政法大学外语学院,河南郑州450046 [2]复旦大学外国语言文学学院,上海200433

出　　处：《外语与外语教学》2020年第5期45-54,149,共11页Foreign Languages and Their Teaching

基　　金：2017年国家社科基金青年项目“中国大学生思辨能力的英语课堂评价和发展研究”(项目编号:17CYY022)的阶段性成果。

摘　　要：学生自我调控能力是影响线上教学效果的关键因素之一。本研究基于Zimmerman(2000)的自我调控学习(Self-regulated learning)理论,探究线上教学环境下英语专业大学生自我调控能力运用过程。研究采用混合研究方法,基于对56名学生问卷调查分析的结果,通过个人访谈、学生学习计划、反思日志追踪三名个案学生的线上学习过程。研究显示,学生在目标设定、环境构建、策略选择、时间管理、寻求帮助和自我评价方面展现出不同的调控能力。自我调控能力的个体差异受学习者内在因素和社会因素的共同影响。研究发现为线上教学环境下培养学生自我调控能力提供教学启示。Students’self-regulation is one of the key factors affecting learning effect in the process of online learning.This study drew upon Zimmerman(2000)’s Self-regulated Learning Theory and employed a mixed-method approach to explore how English learners self-regulate their learning.Based on the survey results of 56 students,three case students were selected and followed for an in-depth investigation through individual interview s,learning plans,and reflective journals.The study has found that students displayed differences in goal setting,environment construction,strategy adoption,time management,help seeking,and self-evaluation.Both individual and social factors contribute to the individual variation in students’self-regulation.These findings have significant implications for developing language learners’self-regulated capacity in the online learning environment.

关 键 词：自我调控能力 线上英语学习 混合研究方法 

分 类 号：H319[语言文字—英语]