网络学习参与对中国大学生第二语言砂砾与英语成绩关系的中介作用

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-04-15 DOI:10.1016/j.system.2025.103689

Lin Luan , Bowen Jing , Jon-Chao Hong , Pei-Hsin Lin

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引用次数: 0

摘要

L2 勇气被广泛认为是第二语言习得（SLA）中的一个重要人格特质。然而，SLA 研究人员对 L2 勇气的两个方面（即坚持不懈的努力 [POE] 和兴趣的一致性 [COI]）对语言成绩的预测作用仍持有争议。针对这一问题，本研究提出了一个基于特质激活理论（TAT）的中介模型，旨在揭示在线英语作为外语（EFL）学习环境中L2勇气（即POE和COI）、学习参与（即认知、行为、情感和社会参与）和英语学习成绩（ELA）之间错综复杂的关系。共有 415 名中国大学生参与了研究。结构方程建模（SEM）分析结果证实，POE和COI都能显著正向预测EFL学习者在在线学习中的行为、情感和社交参与。与COI方面相比，L2 grit的POE方面对学生认知参与的预测能力更强。在线学习参与的四个子类型也部分地调节了 L2 grit 的两个方面与英语语言学习之间的联系。本研究强调了特定领域 L2 勇气的两个方面（即 POE 和 COI）对在线环境下 L2 成绩的同等重要作用，从而为当前的知识库做出了贡献。在教学方面，建议 EFL 教师采用新的教学实践和教学技术来培养学生的 L2 勇气，促进更有效的在线学习。

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The mediating effects of online learning engagement on the relationship between Chinese university students’ L2 grit and their English language achievement

L2 grit is widely regarded as an important personality trait in second language acquisition (SLA). However, SLA researchers still hold controversial beliefs about the predictive effects of two facets of L2 grit (i.e., perseverance of effort [POE] and consistency of interest [COI]) on language achievement. To address this issue, this study proposed a mediational model based on the Trait Activation Theory (TAT), with the aim of unveiling the intricate relationships among L2 grit (i.e., POE and COI), learning engagement (i.e., cognitive, behavioral, emotional and social engagement) and English language achievement (ELA) in online English as a foreign language (EFL) learning environments. A total of 415 university students in China participated in the study. The results of structural equation modelling (SEM) analysis confirmed that both POE and COI significantly and positively predicted EFL learners' behavioral, emotional and social engagement in online learning. Compared to the COI facet, the POE facet of L2 grit demonstrated superior predictive power with regard to students' cognitive engagement. The four subtypes of online learning engagement also partially mediated the link between the two components of L2 grit and ELA. This study contributes to the current knowledge base by highlighting the equally important roles of both facets of domain-specific L2 grit (i.e., POE and COI) in relation to L2 achievement in an online setting. Pedagogically, it is suggested that EFL instructors embrace new pedagogical practices and instructional technologies to cultivate students’ L2 grit and foster more effective online learning.

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.