{"title":"阅读媒介对第二语言西班牙语阅读情感的影响建模:个体差异变量的调节作用","authors":"Fan Yang, Xiaoming Yang","doi":"10.1177/13621688241284379","DOIUrl":null,"url":null,"abstract":"While existing research has documented that the reading medium significantly impacts language learners’ reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language (L2) differ between mobile-assisted and paper-based reading processes. In addition, it explores whether individual difference variables (i.e. L2 Spanish proficiency and preferences for the reading medium) moderate the relationship between the reading medium and reading emotions. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 245 first-year college students majoring in Spanish. Paired samples t-tests indicate that L2 Spanish learners perceive more enjoyment and less negative emotions when reading from a paper-based format than those from a mobile-assisted mode. In addition, moderation analyses indicate that both L2 Spanish proficiency and preferences for the medium are moderators of the relationships between the medium and reading emotions. More proficient L2 Spanish readers perceive more enjoyment and less anxiety and boredom when reading from paper than those from mobile phones; less proficient L2 readers demonstrate the opposite pattern. Students’ preference for mobile-assisted language reading would significantly enhance their reading enjoyment while reducing reading anxiety and boredom when they engage in such a type of reading mode. These results imply that individual differences are crucial factors in shaping students’ emotions across different reading modes. Reasons for differences in reading emotions across mediums and the moderating roles of individual variables are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"43 1","pages":""},"PeriodicalIF":3.3000,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables\",\"authors\":\"Fan Yang, Xiaoming Yang\",\"doi\":\"10.1177/13621688241284379\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"While existing research has documented that the reading medium significantly impacts language learners’ reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language (L2) differ between mobile-assisted and paper-based reading processes. In addition, it explores whether individual difference variables (i.e. L2 Spanish proficiency and preferences for the reading medium) moderate the relationship between the reading medium and reading emotions. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 245 first-year college students majoring in Spanish. Paired samples t-tests indicate that L2 Spanish learners perceive more enjoyment and less negative emotions when reading from a paper-based format than those from a mobile-assisted mode. In addition, moderation analyses indicate that both L2 Spanish proficiency and preferences for the medium are moderators of the relationships between the medium and reading emotions. 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引用次数: 0
摘要
现有研究表明,阅读媒介会对语言学习者的阅读理解过程和结果产生重大影响,但关于阅读媒介如何影响阅读情绪的实证研究却十分缺乏。本研究通过调查西班牙语作为第二语言(L2)的学习者的阅读情绪(即享受、焦虑和厌倦)在手机辅助阅读和纸质阅读过程中是否存在差异,为该领域做出了贡献。此外,研究还探讨了个体差异变量(即第二语言西班牙语水平和对阅读媒介的偏好)是否会调节阅读媒介与阅读情绪之间的关系。研究使用的工具是阅读理解测试和问卷调查,对 245 名主修西班牙语的大学一年级学生进行了抽样调查。配对样本 t 检验表明,与手机辅助阅读方式相比,第二语言西班牙语学习者在纸质阅读方式下感受到的乐趣更多,负面情绪更少。此外,调节分析表明,第二语言西班牙语水平和对媒介的偏好是媒介与阅读情绪之间关系的调节因素。与手机阅读相比,熟练程度较高的第二语言西班牙语读者在纸质阅读时感受到更多的乐趣,焦虑和厌烦情绪较少;而熟练程度较低的第二语言读者则表现出相反的模式。学生对手机辅助语言阅读的偏好将显著提高他们的阅读乐趣,同时减少他们在这种阅读模式下的阅读焦虑和无聊感。这些结果表明,个体差异是影响学生在不同阅读模式下的情绪的关键因素。本文讨论了不同媒介阅读情感差异的原因以及个体变量的调节作用。
Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables
While existing research has documented that the reading medium significantly impacts language learners’ reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language (L2) differ between mobile-assisted and paper-based reading processes. In addition, it explores whether individual difference variables (i.e. L2 Spanish proficiency and preferences for the reading medium) moderate the relationship between the reading medium and reading emotions. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 245 first-year college students majoring in Spanish. Paired samples t-tests indicate that L2 Spanish learners perceive more enjoyment and less negative emotions when reading from a paper-based format than those from a mobile-assisted mode. In addition, moderation analyses indicate that both L2 Spanish proficiency and preferences for the medium are moderators of the relationships between the medium and reading emotions. More proficient L2 Spanish readers perceive more enjoyment and less anxiety and boredom when reading from paper than those from mobile phones; less proficient L2 readers demonstrate the opposite pattern. Students’ preference for mobile-assisted language reading would significantly enhance their reading enjoyment while reducing reading anxiety and boredom when they engage in such a type of reading mode. These results imply that individual differences are crucial factors in shaping students’ emotions across different reading modes. Reasons for differences in reading emotions across mediums and the moderating roles of individual variables are discussed.
期刊介绍:
Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well. The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications. A wide range of topics in the area of language teaching is covered, including: -Programme -Syllabus -Materials design -Methodology -The teaching of specific skills and language for specific purposes Thorough investigation and research ensures this journal is: -International in focus, publishing work from countries worldwide -Interdisciplinary, encouraging work which seeks to break down barriers that have isolated language teaching professionals from others concerned with pedagogy -Innovative, seeking to stimulate new avenues of enquiry, including ''action'' research