Exploring the role of EFL students' openness to diversity and self-regulation in their attitudes towards and engagement with data-driven Second Language (L2) Learning

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-05-19 DOI:10.1016/j.lindif.2025.102725

Wenyi Wang , Ali Derakhshan

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引用次数: 0

Abstract

The role of psycho-affective factors in accepting and using data-driven learning (DD) is widely ignored by L2 researchers. To fill this gap, our study explored how learners' openness to diversity (OTD) and self-regulation contribute to DD attitude and engagement among a sample of 41 Chinese EFL students. The findings of the thematic analysis of the interview data revealed that OTD and self-regulation affected the participants' attitudes towards engagement with DDL. Specifically, OTD affected the students by ‘fostering DDL acceptance as an innovation’, ‘making learners open-minded and receptive to DDL’, ‘increasing classroom participation/engagement’, and ‘fostering a positive attitude toward change’. Likewise, self-regulation influenced EFL learners' attitudes towards engagement with DDL by ‘setting clear goals for using DDL’, ‘adjusting strategies to cope with DDL difficulties/challenges’, ‘motivating learners to adopt DDL’, and ‘producing positive emotions’. Implications are provided for EFL educators regarding the role of psycho-affective factors in adopting DDL in L2 education.

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探讨英语学生对多样性的开放性和自我调节在他们对数据驱动的第二语言学习的态度和参与中的作用

心理情感因素在数据驱动学习的接受和使用中的作用被二语研究者普遍忽视。为了填补这一空白，本研究以41名中国英语学习者为样本，探讨了学习者对多样性的开放性和自我调节对学习态度和投入的影响。访谈数据的专题分析发现，时间安排和自我调节影响了被试对DDL的参与态度。具体而言，OTD通过“促进DDL作为一种创新的接受”、“使学习者对DDL持开放态度和接受态度”、“增加课堂参与/投入”和“培养对变化的积极态度”对学生产生了影响。同样，自我调节通过“为使用DDL设定明确的目标”、“调整策略以应对DDL困难/挑战”、“激励学习者采用DDL”和“产生积极情绪”影响了英语学习者对使用DDL的态度。本研究为英语教育者提供了心理情感因素在二语教学中采用DDL的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).