摘要
本研究通过问卷调查、反思日志与课堂观察,考察一项综合英语口语任务从线下课堂"移植"到线上教学环境过程中学习者体验的变化。研究发现:(1)大多数学习者学习体验良好,其学习效率与效果在可视化学习轨迹与在线促学评价的作用下得到促进;2)学习者合作体验与情绪体验呈现多元化与复杂性:与教师和研究者的预期相左,线上讨论与同伴互评未能加强学习者互动合作体验,且在线教学环境加重了部分学习者的压力与焦虑情绪。本研究的发现为优化提升"后疫情"时代混合教学模式的教学效率及学习者体验提供重要启示。
This study investigated the changes in learner experience brought about by the shift of an integrated oral English task from the face-to-face mode to the online setting.Based on the data collected from a questionnaire,reflection protocols,and class observations,the present study found that most learners had a positive learning experience.As predicted,their learning efficiency and effectiveness were enhanced by the visualization of their learning trajectories and online formative assessment tasks.However,learners’collaborative experience and emotional experience were mixed and complicated.Specifically,online discussion and peer assessment did not enhance learners’collaboration experience as expected.On the contrary,some learners experienced extra pressure and anxiety in the online learning environment.These findings have important implications for howto enhance teaching efficiency and learner experience in the blended learning mode in the post COVID-19 era.
作者
张洁
赵珂
ZHANG Jie;ZHAO Ke
出处
《外语与外语教学》
CSSCI
北大核心
2021年第5期68-77,149,共11页
Foreign Languages and Their Teaching
基金
上海财经大学教学创新团队项目“多语种卓越财经人才培养模式”(项目编号:2020110925)的阶段性成果。
关键词
在线学习
学习者体验
综合英语口语任务
促学评价
混合式教学
online learning
learner experience
integrated oral English task
assessment for learning
blended learning
