新冠肺炎疫情期间,师生关系在促进英语学习者参与在线学习中的作用

Eunae Kim, L. Aguskin
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引用次数: 2

摘要

在一个教室里,学生们带着各种各样的动机学习英语。然而,并不是所有的动机都与他们在课堂上的投入直接相关。由于学生的投入关系到他们的学习和长期的成功,它在第二语言习得中起着重要的作用。自2020年3月以来,由于COVID-19,印度尼西亚的学生和学校不得不在没有充分准备的情况下经历巨大的学习变化。本研究旨在探讨影响大学生在线学习投入的因素,并研究师生关系(TSR)在多大程度上影响大学生在线学习投入,采用定性案例研究方法,强调积极的TSR对于度过这一充满挑战的时期是至关重要的。为了收集数据,研究人员使用学生教师关系量表(SIRS)进行调查。他们还使用了开放式问题,包含35名学生反思的录像,以及学生和老师的访谈。对学生的评价进行评估,分析TSR与他们的课堂投入和表现之间的关系。结果显示,印尼学生面临着各种挑战。结果表明,13名与老师进行过个人签到的学生对老师的看法是积极的;他们的订婚程度稍微好一些。他们的教师焦虑低于全班平均水平。本文提出了各种教学建议,以帮助学生克服他们面临的挑战,特别是在2019冠状病毒病大流行期间和之后。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Role of the Teacher-Student Relationship in Promoting English Language Learners’ Engagement for Online Learning during the Covid-19 Pandemic
In one classroom, students bring various motivations to learn English. However, not all motivations directly connect to their engagement in class. Since students' engagement affects their learning and long-term success, it plays a significant role in Second Language Acquisition. Since March 2020, due to COVID-19 Indonesian students and schools have had to go through massive learning changes without being much prepared. This research aims to inquire what factors are influencing the university students' engagement during online learning and study to what extent Teacher-Student Relationship (TSR) influence the engagement of university students during online learning using a qualitative case study method to stress how positive TSR is essential to get through this challenging time. To collect data, the researchers surveyed using the Student Instructor-Relationship Scale (SIRS). They also used open-ended questions, video recordings containing the reflections from 35 students, and interviews from students and teachers. Students' assessments were evaluated to analyze the relationship between TSR and their engagement and performance in class. Results showed that Indonesian students were facing various challenges. It turned out that 13 students who had personal check-ins with the teacher had a positive perception toward the teacher; their engagement was slightly better. Their instructor anxiety was lower than the whole class average. A variety of pedagogical implications are suggested to support students in overcoming the challenges they face, especially during and after the COVID-19 pandemic.
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