社会文化视角下的技术环境与学习者自主  

Examining Technological Environment and Learner Autonomy from a Sociocultural Perspective

作　　者：黄恩谋[1] 蒋联江 赖春 HUANG Enmou;JIANG Lianjiang;LAI Chun(Guangdong University of Foreign Studies;The University of Hong Kong,Hong Kong,China)

机构地区：[1]广东外语外贸大学 [2]香港大学,中国香港

出　　处：《现代外语》2024年第1期50-62,共13页Modern Foreign Languages

基　　金：广东省哲学社会科学规划项目“基于标准的大学英语信息化评价模式的构建与研究”(GD18WXZ18)的阶段性成果。

摘　　要：本研究基于社会文化视角,采用质性方法探究27位非英语专业学生使用某课程管理系统过程中的自主学习行为及其影响因素。研究发现:1)虽然学习者感知系统中的班级讨论、课堂参与和自主学习板块能较为明显地促进其自主学习,但是囿于工具性动机,这些自主体现为外显的、反应性的低层次自主;2)良性的技术环境、教师干预及积极情感体验促进学习者自主,而技术缺陷及某些学习者个体因素则限制其发挥。研究指出,学习者自主存在于师生互动和人机互动的社会文化环境中,各影响因素达成协同效应方能促进自主。教师需设计合理的学习任务或项目,关注学习者个体特征,并营造社会化学习环境,才能更好地引导学习者往高层次自主发展。Grounded in the sociocultural perspective,this qualitative study investigated 27 non-English majors'learner autonomy when using a course management system for English learning.The study reveals that:(1)although the Class Forum,Class participation and Self-study modules of the system were perceived by the learners as conducive to their autonomous learning,they manifested low-level external and reactive autonomy due to their instrumental motivation;(2)while a supportive technological environment,university culture,and positive emotional experience promoted autonomy,the technological issues and individual factors constrained learner autonomy.This study argues that learner autonomy exists in the interactions between students,teachers,technology,and social-cultural contexts.A synergistic effect among the interactive factors is core to the promotion of learner autonomy.These findings indicate that teachers should design appropriate study tasks or projects,be aware of learners'individual differences,and construct a social environment for more principled guidance of higher-level learner autonomy development.

关 键 词：学习者自主 技术 课程管理系统 社会文化视角 

分 类 号：H319[语言文字—英语]