解读数字协作学术阅读项目中 EFL 学习者的情绪和情绪调节策略:小故事方法与访谈分析的综合方法

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
You Su, Haizhen Guo
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引用次数: 0

摘要

本研究探讨了参与数字协作学术阅读项目的大学英语语言学习者的多元情绪表现、情绪来源和情绪调节策略。研究通过对 72 名中国 EFL 学习者进行 19 个真实情绪诱发情景的小故事调查,以及对 16 名参与者进行半结构式访谈来收集数据。结果显示,积极情绪和消极情绪的分布相对均衡,焦虑、紧张和快乐是最常体验到的三种情绪。研究发现了积极情绪的三个来源,包括对主题的兴趣、体验掌握和成就感以及来自其他群体的认可。研究结果还揭示了在数字协作学术阅读中诱发消极情绪的因素:阅读困难、与小组成员互动的挑战、来自外部小组的低质量反馈、在线学习环境和技术问题以及时间压力。此外,该研究还扩展了有关情绪调节的文献,根据数字协作学术阅读的具体情况,建立了一个包含六类策略(即共同调节、认知改变、反应调节、注意力调配、任务相关调节和情境修正)的综合分类法。这些研究结果可为在技术强化的协作式学术阅读中加强社会情感互动提供实用指导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Unpacking EFL learners’ emotions and emotion-regulation strategies in digital collaborative academic reading projects: An integrated approach of vignette methodology and interview analysis

This study explored the manifestation of multifaceted emotions, sources of emotions, and emotion regulation strategies of college EFL learners participating in digital collaborative academic reading projects. Data were collected through a vignette-based survey that was comprised of 19 episodes of authentic emotion-inducing scenarios among 72 Chinese EFL learners, supplemented by semi-structured interviews with 16 participants. While the results showed a relatively balanced distribution of positive and negative emotions, anxiety, nervousness, and happiness were found to be the top three most commonly experienced emotions. The study identified three sources of positive emotions including topic interest, experiencing mastery and achievement, and recognition from other groups. The findings also revealed factors inducing negative emotions in digital collaborative academic reading: reading difficulties, challenges in interacting with group members, low-quality feedback from external groups, online learning environment and technology issues, and time pressure. Furthermore, the study extended the literature on emotion regulation by developing a comprehensive taxonomy of six categories of strategies (i.e., co-regulation, cognitive change, response regulation, attention deployment, task-related regulation, and situation modification) tailored to the context of digital collaborative academic reading. These findings can offer practical guidance for enhancing social-emotional interactions in technology-enhanced collaborative academic reading.

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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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