摘要
“互联网+”时代网络英语学习形式快速发展,但针对继续教育和终身教育主要群体——成人英语学习者的网络英语自主学习成效研究相对不足。以自我决定理论为基础,通过对某开放大学282名成人英语学习者进行问卷调查,运用结构方程模型检验网络英语自主学习成效的影响因素。结果表明:学生感知教师自主支持、自我导向式学习能力均正向影响网络英语自主学习成效;自我导向式学习在感知教师自主支持和网络英语自主学习成效间起中介效应。研究结果为提高成人学习者网络英语自主学习成效提供一定理论支撑并提出实践建议。
Online English learning sees a rapid development in the era of Internet.However,there is a paucity of research on effectiveness of online English autonomous learning for adult English learners.Based on self-determination theory,a questionnaire was conducted among 282 adult English learners in an open university,and structural equation modelling was used to test the influencing factors of online English autonomous learning.Results show that adult English learners’perceived autonomy support and self-directed learning ability positively affects the effectiveness of online English autonomous learning.Self-directed learning plays a mediating role between perceived autonomy support and the effectiveness of online English autonomous learning.The results provide some theoretical support and practical suggestions for improving adult learners’online learning effectiveness.
作者
卢兰凤
LU Lan-feng(The Open University of Zhuhai,Zhuhai,Guangdong,China,519000)
出处
《广东开放大学学报》
2019年第5期16-22,共7页
JOURNAL OF GUANGDONG OPEN UNIVERSITY
基金
广东远程开放教育科研基金项目“开放教育学生理想二语自我与动机学习行为的结构分析”(YJ1832)
广东省高职教育教师教育专业教学指导委员会教学研究项目“高职师范生英语学习动机与自我调节学习策略培养研究”（2018T39）
广东省成人教育协会成人教育规划课题“成人学生自主学习能力培养研究”（Ycx142023）
关键词
粤港澳大湾区
湛江
对接融合
路径选择
perceived autonomy support
self-directed learning
online learning effectiveness
