Distance Students’ Language Learning Strategies in Asynchronous and Synchronous Environments

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
CALICO Journal Pub Date : 2023-05-25 DOI:10.1558/cj.21639
Lijuan Chen, C. Rodway
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引用次数: 0

Abstract

Although there are many studies on distance students’ language learning strategies (LLS) use, very little is known about what distinguishes LLS use between synchronous and asynchronous environments. This preliminary mixed-methods research helps to fill this gap by investigating distance students’ LLS use in these two environments. The picture of LLS use that emerged from the data collected has clearly demonstrated that the participants’ use of LLS and technologies was environment-dependent. Our findings suggest that, although the participants were able to use a wide repertoire of LLS and technological tools to facilitate their independent and collaborative learning, the efficacy of their efforts could be further improved by practicing LLS consciously and systematically. We therefore recommend environment-dependent LLS training and the integration of such training into curricular design, in order to empower learners to take more responsibility in online language learning.
异步和同步环境下远程学生的语言学习策略
尽管有很多关于远程学生语言学习策略使用的研究,但关于同步和异步环境下远程学生语言学习策略使用的区别却知之甚少。这项初步的混合方法研究通过调查远程学生在这两种环境下的LLS使用情况,有助于填补这一空白。从收集的数据中得出的LLS使用情况图清楚地表明,参与者对LLS和技术的使用是环境依赖的。我们的研究结果表明,尽管参与者能够使用广泛的LLS和技术工具来促进他们的独立和合作学习,但通过有意识和系统地练习LLS,他们的努力效果可以进一步提高。因此,我们推荐基于环境的LLS培训,并将这种培训整合到课程设计中,以使学习者在在线语言学习中承担更多的责任。
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
CALICO Journal
CALICO Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
10.00%
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0
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