非正式数字化英语学习投入研究:给养感知的预测作用  

Student Engagement with Informal Digital Learning of English:The Predictive Effect of Perceived Affordances

作　　者：徐锦芬[1] 杨嘉琪 XU Jinfen;YANG Jiaqi

机构地区：[1]华中科技大学

出　　处：《中国外语》2025年第2期50-60,共11页Foreign Languages in China

基　　金：国家社科基金重点项目“教育生态视角下我国大学生英语学习多元互动研究”(编号:20AYY015)的阶段性成果。

摘　　要：随着数字化技术的飞速发展,外语学习者在课堂之外参与语言学习活动的趋势日益明显。本研究聚焦我国大学英语学习者,旨在解析其非正式数字化英语学习投入的构成,并考察给养感知对学习投入的作用机制。基于调查问卷数据的量化分析结果显示,非正式数字化英语学习情境下的学习者投入由行为、认知、情感、社会四个维度构成;在该情境下,学习者的给养感知对各维度投入具有不同的预测作用,其中,教育给养感知负向预测行为和社会投入,社会和技术给养感知则对投入各维度均产生正向预测作用。本研究为理解非正式数字化英语学习投入的复杂性提供了新视角,可为教师增强学习者的给养感知和促进其自主学习与多维投入提供参考。With the rapid advancement of digital technology,the trend of foreign language learners engaging in language learning activities beyond the classroom has become increasingly evident.This study focuses on Chinese university students learning English,aiming to analyze the dimensions of their engagement with informal digital learning of English(IDLE)and to examine the predictive effect of perceived affordances on this engagement.Quantitative analysis of questionnaire data reveals that student engagement with IDLE comprises four dimensions,i.e.,behavioral,cognitive,affective,and social;moreover,perceived affordances have varying predictive effects on each dimension,with educational affordances negatively predicting behavioral and social engagement,while social and technological affordances positively predict all four dimensions of engagement.This study offers new insights into the complexity of student engagement with IDLE and provides implications for educators to enhance students’perceived affordances and promote their multidimensional engagement in autonomous language learning.

关 键 词：非正式数字化英语学习 学习者投入 给养感知 生态视角 

分 类 号：H319[语言文字—英语]