摘要
本研究采用相关分析和多元回归分析探究了英语自主学习能力和积极互赖之间的相互作用及其对混合合作学习满意度的影响和作用路径。研究被试为武汉某高校混合式大学英语听说课程的170名大二学生。英语自主学习能力及其四个维度(目标自主、计划自主、策略自主、评价自主)和积极互赖及其两种类型(目标互赖和资源互赖)相互关联、相互预测。资源互赖与自主学习能力、尤其是评价自主之间的关系更密切。英语自主学习能力和积极互赖能显著预测混合合作学习满意度,但自主学习能力、尤其是策略自主的预测力更大。英语自主学习能力通过积极互赖的中介作用影响混合合作学习满意度,作用路径可归纳为"目标驱动、资源促成、评价保障、策略先行"。
This study explores the relationship between learner autonomy and positive interdependence and how they contribute to students’satisfaction with blended cooperative learning.Participants were 170 sophomores enrolled in a blended course of non-major college English listening and speaking.Correlation and regression analyses indicated significant reciprocal relationships between learner autonomy(and its four dimensions:goal autonomy,plan autonomy,strategy autonomy and evaluation autonomy)and positive interdependence(and its two types:goal interdependence and resource interdependence).Specifically,resource interdependence better fostered learner autonomy than did goal interdependence,with evaluation autonomy benefiting the most.Learners’positive interdependence and autonomous learning ability significantly predicted variations in students’satisfaction,with strategy autonomy being the strongest predictor.This paper concludes that,mediated by positive interdependence,autonomous learning ability exerts significant positive effects on students’satisfaction,which can be characterized as'goal-driven,resource-enabled,assessment-guaranteed,strategy-initiated'.
出处
《现代外语》
CSSCI
北大核心
2017年第4期564-574,共11页
Modern Foreign Languages
基金
教育部人文社科青年项目"人本主义教育思想视域下大学英语课程体系研究"(16YJC740027)的阶段性成果
关键词
大学英语
混合合作学习
满意度
自主学习能力
积极互赖
college English
blended cooperative learning
students' satisfaction
autonomous learning ability
positive interdependence
