线上线下混合教学模式下大学生英语学习投入研究  

Investigating College Students'English Learning Engagement Following the Blended Teaching Mode

作　　者：徐鹰[1] 袁洁 黄梦佳 陈锦 XU Ying;YUAN Jie;HUANG Mengjia;CHEN Jin

机构地区：[1]华南理工大学,广州510641

出　　处：《当代外语研究》2025年第1期84-95,共12页Contemporary Foreign Language Studies

基　　金：华南理工大学人工智能赋能本科教学试点课程项目“学术英语”(编号x2wy/C9241035);教育部产学合作协同育人项目“大学英语教师数字素养评价与提升研究”;2024年广东外语外贸大学研究生创新项目“基于师生共建评分量规的英语写作‘教-学-评’一体化有效性研究”(编号24GWCXXM-097)的阶段性成果。

摘　　要：学习投入是考察学习成效和评价教学效果的关键指标,但鲜有研究涉及线上线下混合教学模式下的非英语专业学生的英语学习投入。本研究以“学术英语”课程为例,采用问卷和半结构化访谈探索该模式下学生学习投入各维度特征。研究发现混合教学模式下英语学习投入构念包括认知、情感和行为三个维度,学生在认知维度的投入最高,其次为情感投入,在行为维度的投入最低。此外,学生个体因素、学习资源与环境因素和课堂人际关系因素是影响英语学习投入的主要来源。研究结果揭示了混合教学环境各个因素的多维互动生态关系,能促进混合教学在我国外语教育中的有效应用。Learning engagement is an important indicator to measure learning achievement and teaching effectiveness,however,not much attention has been paid to non-English major students'learning engagement under the blended teaching mode.To this end,this article aims to examine their engagement with the course of“English for Academic Purposes”under the blended teaching mode by employing questionnaires and semi-structured interviews for data collection.It was found that students'engagement consists of three dimensions including cognitive,affective and behavioral;their engagement on the cognitive,affective and behavioral dimensions are rank-ordered from high to low in terms of the strength;factors relating to students themselves,learning resources and settings,and classroom interpersonal relationship have a significant effect on their engagement.The above findings disclose the multifaceted and interactive nature of ecological relationship between various factors,and could shed light on the application of blended foreign language teaching in China.

关 键 词：学习投入 混合教学模式 非英语专业学生 “学术英语”课程 

分 类 号：H319[语言文字—英语]