中国英语读者自主学习特征的个体差异:一项序贯解释性混合方法研究

IF 4.2 1区 文学 Q1 LINGUISTICS
Jiangping Chen, C. Lin, Gaowei Chen, Huafang Fu
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引用次数: 3

摘要

本研究探讨了高风险测试环境下中国英语作为外语(EFL)读者的自我调节学习策略(认知、元认知和动机调节)的潜在特征,以及它们与个体因素(性别、年级、阅读水平和动机信念)的关联。采用顺序解释混合方法设计,11年级和12年级的学生(n = 1113)完成了阅读理解测试和关于策略使用和个人因素的问卷调查,并随机抽取部分学生(n = 16)进行后续半结构化访谈。研究结果揭示了三种SRL概况,其特点是高、中、低水平的SRL策略使用。自我效能感和外在动机最能预测个体的概况成员;策略使用水平越高的学习者,其内在动机和外在动机变量均显著越高。此外,阅读能力对档案成员没有显著的预测作用,但作为群体倾向,自我调节程度较高的学生仍然获得更高的阅读分数。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study
This study explored the latent profiles of self-regulated learning (SRL) strategies (cognitive, metacognitive, and motivational regulation) endorsed by Chinese English-as-a-foreign-language (EFL) readers in a high-stakes testing environment, and also their associations with individual factors (gender, grade, reading proficiency, and motivational beliefs). With a sequential explanatory mixed-methods design, students in grades 11 and 12 (n = 1,113) completed a reading comprehension test and a questionnaire regarding their strategy use and individual factors, and some (n = 16) were randomly selected for follow-up semi-structured interviews. Findings revealed three SRL profiles, characterized by high, medium, and low levels of SRL-strategy use. Self-efficacy and extrinsic motivation most powerfully predicted an individual’s profile membership; all the intrinsic and extrinsic motivation variables were significantly higher for learners from the higher strategy-use profile. Moreover, reading proficiency did not significantly predict profile membership, but more self-regulated students still achieved higher reading scores as a group tendency.
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来源期刊
CiteScore
8.00
自引率
9.80%
发文量
52
期刊介绍: Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include shorter articles such as Replication Studies, Critical Commentaries, and Research Reports.
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