技术辅助课外英语学习的影响因素研究——国际姿态和数字学习能力的作用机制  

The influencing factors of technological English learning beyond the classroom:The mechanisms of international posture and digital learning competence

作　　者：惠良虹 冯晓丽 杨蕊涯 HUI Lianghong;YANG Ruiya;FENG Xiaoli(Foreign Studies College,Northeastern University,Shenyang 110819,China;School of Foreign Languages,Huazhong University of Science and Technology,Wuhan 430074,China)

机构地区：[1]东北大学 [2]华中科技大学

出　　处：《外语教学与研究》2024年第5期742-754,800,共14页Foreign Language Teaching and Research

基　　金：辽宁省社会科学规划基金项目“数字一代学习者在线外语学习投入的影响机制研究”(L21AYY005)的阶段性成果。

摘　　要：本研究基于复杂动态系统理论,采用结构方程模型和模糊集定性比较分析,探讨315名中国大学生的国际姿态和数字学习能力对技术辅助课外英语学习的影响。结果显示:1)国际姿态的“态度/行为取向”能够显著正向预测技术辅助课外英语学习,数字学习能力在国际姿态的“知识取向”与技术辅助课外英语学习之间起完全中介作用;2)模糊集定性比较分析归纳出三种引发高频技术辅助课外英语学习的组合模式,分别为“认知驱动型”“职业驱动型”“学科驱动型”。本研究揭示了各前置因素对技术辅助课外英语学习的复杂作用机制,研究结果可以为技术环境下的课外英语学习实践赋能。From the complex dynamic systems theory perspective,this study explored the influencing mechanisms of international posture and digital learning competence on technological English learning beyond the classroom(TELBC)among 315 Chinese college students by employing structural equation modelling and fuzzy-set qualitative comparative analysis(fsQCA).The results indicated the following:1)The“attitude or behaviour propensity”factor of international posture significantly positively predicted TELBC,and digital learning competence fully mediated the relationship between the“knowledge orientation”of international posture and TELBC;and 2)three types of configuring patterns were found to trigger a high frequency of TELBC by fsQCA,categorized respectively as“cognitive driven,”“vocational driven,”and“discipline driven.”This study elucidated the complex mechanisms of the antecedents that contribute to TELBC,potentially empowering the practice of technological English learning in out-of-class settings.

关 键 词：复杂动态系统理论 技术辅助课外英语学习 国际姿态 数字学习能力 

分 类 号：H319[语言文字—英语]