英语在线协作中自我调控学习机制研究  

A Study on the Mechanism of Self-regulation Learning in English Online Writing

作　　者：黄沭云[1] HUANG Shu-yun(Huaiyin Normal University,Huai'an Jiangsu 223300,China)

机构地区：[1]淮阴师范学院,江苏淮安223300

出　　处：《湖北开放职业学院学报》2023年第21期177-179,共3页Journal of Hubei Open Vocational College

基　　金：2021年度江苏省高校哲学社会科学研究项目“混合式教学模式下外语学习者自我效能发展路径研究”阶段性成果(项目编号:2021SJA1770);2023年度淮阴师范学院本科生优秀毕业设计(论文)培育项目“公共卫生危机背景下政治演讲话语策略研究”阶段性成果(项目编号:2023-29)。

摘　　要：195名某大学非英语专业一年级学生参加问卷调查,旨在发现学习者使用英语在线写作自我调控策略差异,以及写作自我调控策略和英语学习理念、焦虑、效能之间的关系。研究结果表明:(1)英语在线写作过程中,不同类型自我调控策略使用频度有差异,英语学习者使用认知策略最频繁,其次元认知策略,使用最少的是社会互动策略;(2)在线写作自我调控策略和英语学习理念、英语写作效能呈现出正向相关,和写作焦虑呈现负向相关;(3)回归分析显示理解型学习理念、语言效能、认知焦虑可以有效解释在线写作自我调控策略。The survey collected data of the 195 non-English majors in a university with the questionnaires.The research aims to investigate the use of various self-regulation strategies in online writing process and the correlations between selfregulation strategies,learning conceptions,writing anxiety and writing efficacy.The results showed that there were differences in frequency among three types of strategies:cognitive strategy mostly used,the next one,meta-cognitive strategy,and the least one social interaction strategy.The positive correlations were observed among variables:selfregulation strategies,writing efficacy and English learning conceptions.The negative correlation was recorded between the variables self-regulation strategies and writing anxiety.Further the regression analysis revealed that the self-regulation strategies were significantly predicted by integral English learning concept,language proficiency efficacy and cognitive anxiety.

关 键 词：自我调控学习 英语在线写作 学习策略 

分 类 号：G642[文化科学—高等教育学]