英语合作学习对学生自我调节效用的实验研究

An Empirical Study of Effects of English Collaborative Learning on Students' Self-regulation

本文就大学英语课堂教学中合作学习对学生自我调节效用进行实证研究。运用学习激励策略量表(MSLQ)进行了前测与后测。受试者为非英语专业大学一年级的学生(n=70),将其随机分为两个组,一个为实验组,另一个为控制组。控制组的教学采用以教师为主要导向的传统教学方法;实验组采用以学生为中心的合作学习、团队研究解决问题的教学方法。研究结果表明,实验组的学生在内在目标取向、自我价值观念、运用借题发挥、批判性思维、元认知自我调节、同侪协作互动学习等策略的调节使用方面比控制组的学生程度要高,且两个组的成绩对比具有显著性差异。

This study investigates the effects of collaborative learning in College English class on students＇ self-regulation in different aspects such as students learning motivation.Pretest and posttest are conducted by exploiting Motivated Strategies for Learning Questionaire（MSLQ）.Participants are 70 freshmen from 2 intact classes instructed by the same English teacher.The author randomly assigns one class as the experimental group and the other as the control group.The latter one are taught with teacher-centered,traditional textbook-oriented instruction;the former with cooperative learning,student-centered and team work approach under the guidance of the teacher.The results reveal that collaborative learning students have higher level of intrinsic goal orientation,self-worth,use of elaboration learning strategies,critical thinking,metacognitive self-regulation,and peer collaborative interactive learning compared with control-group students;and there is significant difference in performance between the two groups.