在在线学习空间中产生WTC

A. Yarwood, Phillip A. Bennett
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引用次数: 2

摘要

自2020年以来,语言学习环境必须迅速从传统的面对面学习过渡到远程学习环境。本章在日本一所大学的课堂上调查了学生在网络媒介讨论中交流意愿(WTC)的相关因素。使用自我决定理论框架对焦点小组讨论和英语第二语言学习者(N=19)的书面反思收集的数据进行专题分析,发现三个主要因素导致缺乏WTC。这三个因素中有两个是在线学习所独有的:破坏性的环境因素和阻碍同学之间的联系。第三个因素是交际能力的缺乏,虽然这不是在线学习所独有的,但被在线环境放大了。为了解决这些导致缺乏WTC的因素,引入了一些旨在促进交流在线课堂的教学干预措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Engendering WTC in Online Learning Spaces
Since 2020, language learning environments have had to swiftly transition from traditional face-to-face learning to remote learning contexts. This chapter interrogates factors related to students' willingness to communicate (WTC) in online-mediated discussions in a Japanese university classroom. Using a self-determination theory framework to conduct a thematic analysis of data collected from focus group discussions and the written reflections of English L2 learners (N=19), three main factors were found to contribute to a lack of WTC. Two of the three are unique to online learning: disruptive environmental factors and a thwarting of relatedness between classmates. The third factor, a perceived lack of communicative ability, although not unique to online learning, was amplified by the online environment. In order to address these factors, which contribute to a lack of WTC, a number of teaching interventions aimed at fostering communicative online classrooms are introduced.
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