{"title":"教师建立融洽关系的策略对英语学习者认知负荷和计算机辅助语言学习动机的影响","authors":"Huan Kang, Hong Chen","doi":"10.1007/s10639-024-12961-z","DOIUrl":null,"url":null,"abstract":"<p>This study investigates the effects of online instructors' use of initiation and maintenance rapport-building strategies (RBS) on Chinese EFL learners' CALL motivation and cognitive load management. Mixed methods research was used to concurrently triangulate different strands of data on the effects of RBS on 86 randomly sampled EFL learners. The interpretations were made based on methodological triangulation of QUAN + QUAL data and running one-way ANOVA. The results show that the interactive use of initiation and maintenance RBS is statistically significant in enhancing CALL motivation (F(1,84) = 23.45, <i>p</i> < .001) and lowering cognitive load (F(1,84) = 17.89, <i>p</i> < .001) compared to isolated use of these strategies. The study reveals that teachers' interactive use of RBS enhances learners' CALL motivation by increasing learning interests (mean difference = 1.98, <i>p</i> < .001), catering to dynamic motivational needs (mean difference = 1.64, <i>p</i> < .001), and creating a learner-friendly environment (mean difference = 1.42, <i>p</i> < .001). Moreover, the study confirms the psychological effects of interactive use of RBS in lowering cognitive load through information-sharing (mean difference = 1.89, <i>p</i> < .001), common-grounding (mean difference = 1.56, <i>p</i> < .001), and personalized instruction strategies (mean difference = 1.34, <i>p</i> < .001) during the CALL course. The implications of the study inform researchers and practitioners of CALL about the efficacy of using a static and flexible combination of initiation and maintenance RBS to enhance EFL learners' motivation and cognitive load.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effects of teachers’ rapport-building strategies on EFL learners’ cognitive load and computer-assisted language learning motivation\",\"authors\":\"Huan Kang, Hong Chen\",\"doi\":\"10.1007/s10639-024-12961-z\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study investigates the effects of online instructors' use of initiation and maintenance rapport-building strategies (RBS) on Chinese EFL learners' CALL motivation and cognitive load management. Mixed methods research was used to concurrently triangulate different strands of data on the effects of RBS on 86 randomly sampled EFL learners. The interpretations were made based on methodological triangulation of QUAN + QUAL data and running one-way ANOVA. The results show that the interactive use of initiation and maintenance RBS is statistically significant in enhancing CALL motivation (F(1,84) = 23.45, <i>p</i> < .001) and lowering cognitive load (F(1,84) = 17.89, <i>p</i> < .001) compared to isolated use of these strategies. The study reveals that teachers' interactive use of RBS enhances learners' CALL motivation by increasing learning interests (mean difference = 1.98, <i>p</i> < .001), catering to dynamic motivational needs (mean difference = 1.64, <i>p</i> < .001), and creating a learner-friendly environment (mean difference = 1.42, <i>p</i> < .001). Moreover, the study confirms the psychological effects of interactive use of RBS in lowering cognitive load through information-sharing (mean difference = 1.89, <i>p</i> < .001), common-grounding (mean difference = 1.56, <i>p</i> < .001), and personalized instruction strategies (mean difference = 1.34, <i>p</i> < .001) during the CALL course. The implications of the study inform researchers and practitioners of CALL about the efficacy of using a static and flexible combination of initiation and maintenance RBS to enhance EFL learners' motivation and cognitive load.</p>\",\"PeriodicalId\":51494,\"journal\":{\"name\":\"Education and Information Technologies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2024-08-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Information Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10639-024-12961-z\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12961-z","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Effects of teachers’ rapport-building strategies on EFL learners’ cognitive load and computer-assisted language learning motivation
This study investigates the effects of online instructors' use of initiation and maintenance rapport-building strategies (RBS) on Chinese EFL learners' CALL motivation and cognitive load management. Mixed methods research was used to concurrently triangulate different strands of data on the effects of RBS on 86 randomly sampled EFL learners. The interpretations were made based on methodological triangulation of QUAN + QUAL data and running one-way ANOVA. The results show that the interactive use of initiation and maintenance RBS is statistically significant in enhancing CALL motivation (F(1,84) = 23.45, p < .001) and lowering cognitive load (F(1,84) = 17.89, p < .001) compared to isolated use of these strategies. The study reveals that teachers' interactive use of RBS enhances learners' CALL motivation by increasing learning interests (mean difference = 1.98, p < .001), catering to dynamic motivational needs (mean difference = 1.64, p < .001), and creating a learner-friendly environment (mean difference = 1.42, p < .001). Moreover, the study confirms the psychological effects of interactive use of RBS in lowering cognitive load through information-sharing (mean difference = 1.89, p < .001), common-grounding (mean difference = 1.56, p < .001), and personalized instruction strategies (mean difference = 1.34, p < .001) during the CALL course. The implications of the study inform researchers and practitioners of CALL about the efficacy of using a static and flexible combination of initiation and maintenance RBS to enhance EFL learners' motivation and cognitive load.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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