在线英语学习收获的影响因素探究——交互距离和学习投入的作用机制  

Influencing factors of online English learning outcomes:The mechanism of transactional distance and learning engagement

作　　者：王萧棋 惠良虹[1] 杜鑫磊 WANG Xiaoqi;HUI Lianghong;DU Xinlei

机构地区：[1]东北大学外国语学院,辽宁沈阳110819 [2]东北大学秦皇岛分校,河北秦皇岛066004

出　　处：《外语界》2024年第5期64-71,共8页Foreign Language World

基　　金：2024年度国家社科基金项目“数智时代大学生外语学习收获多维度动态评价模型及其实践应用研究”(编号24BYY135)的部分成果。

摘　　要：本研究通过对395名大学生的问卷调查,使用结构方程模型和心理网络分析方法探讨了大学生在线英语学习中交互距离、学习投入对学习收获的影响。研究结果显示:(1)被试感知的交互距离较小,学习投入和学习收获水平较高;(2)学习投入在交互距离与学习收获之间起到完全中介作用;(3)网络结构中学习投入的作用最为凸显,处于中心位置的行为投入与其他变量呈中等程度连结,而认知投入对学习收获的影响最强。结构方程模型与心理网络分析的结论彼此呼应、互为补充,对优化在线英语教学与学习具有一定启示。This study collects online questionnaires from 395 college students,and explores the influence of transactional distance and learning engagement on students'online English learning outcomes by employing structural equation modelling and psychological network analysis.The results reveal that:(1)the students'perception of transactional distance is at a relatively low level,while their learning engagement and outcomes are at moderately high levels;(2)learning engagement emerges as a full mediator between transactional distance and learning outcomes;(3)learning engagement plays the most prominent role in the network structure,behavioral engagement occupies the central position and is moderately connected with other nodes,and cognitive engagement exerts the strongest impact on learning outcomes.The conclusions of structural equation modelling and psychological network analysis are consistent and complementary,which provides implications for optimizing online English teaching and learning.

关 键 词：交互距离 学习投入 在线学习收获 心理网络分析 

分 类 号：H319[语言文字—英语]