语境和动机变量对全在线英语课程中交流意愿的影响

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-04-01 DOI:10.4018/ijcallt.305827

S. Grant

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引用次数: 0

摘要

本定量研究从生态学的角度，考察了澳门某大学英语作为外语课程的课堂环境变量、学生动机因素及其与课堂交流意愿(WtC)的关系。多元回归结果显示，这些环境和学生动机因素与课堂意义关注(调整R2 = 0.47, p < 0.01)和形式关注(调整R2 = 0.53, p < 0.01)的WtC之间存在中度和强的整体关系。此外，回归结果显示，任务导向、学生群体凝聚力和学习英语的愿望是这两种类型的课堂WtC最重要的预测变量。WtC与教师支持、动机强度之间呈弱相关。结果表明，完善的任务和强大的学生群体凝聚力是完全在线课程设计以鼓励WtC的基本考虑因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Influence of Contextual and Motivational Variables on Willingness to Communicate in Fully Online EFL Programmes

This quantitative study takes an ecological perspective by examining classroom environmental variables, student motivational factors and their relationship with form-focused and meaning-focused in-class willingness to communicate (WtC) during a fully online English as a Foreign Language programme at a Macau university. Statistically significant multiple regression results identified a moderate and strong overall relationship between these environmental and student motivational factors with in-class meaning-focused (adjusted R2 = 0.47, p < .01) and form-focused (adjusted R2 = 0.53, p < .01) WtC. In addition, regression results indicated task orientation, student group cohesiveness, and desire to learn English as the most important predictor variables for both types of in-class WtC. Weak relationships were evident between WtC with teacher support and motivation intensity. The results suggest that well-developed tasks and strong student group cohesiveness are fundamental considerations for fully online programme design for encouraging WtC.

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.