成人英语自主学习能力评价——基于三维模型的框架设计

Evaluation of adult foreign language learner autonomy:a three-dimensional model framework

自主学习能力对于每一个英语学习者来说都至关重要,如何科学评价成人英语学习者的自主学习能力这一问题至今仍有待解决。本研究以嘉兴广播电视大学的260名非英语专业学生为研究对象,以Benson的自主学习理论为基础,设计了一份包含对学习内容的掌控、对认知过程的掌控和对学习过程的掌控三个维度的英语自主学习能力评价问卷,通过对问卷调查结果的探索性因子分析,构建了一个三维九因子的评价体系,这九个因子分别为学习目标和内容认知因子、被动学习内容选择因子、学习渠道选择因子、认知策略使用因子、自我监督因子、自我反思因子、学习过程宏观管控因子、非认知性因素管理因子和学业求助因子。数据分析结果表明,本研究所构建的评价体系具有较高信度和效度,能反映成人英语学习者的英语自主能力结构,可为全国各电大的成人英语自主学习能力的量化评价提供有价值的参考。

Learner autonomy is vital for English learners. But how to evaluate scientifically the autonomous learning capacity of adult learners is still to be investigated. This study constructs an evaluation system for adult foreign language learner autonomy(AFLLA). With 260 non-English-major undergraduates as research subjects, a questionnaire survey based on Benson's theories of learner autonomy is designed and conducted covering learning content, cognitive processing and learning process. An evaluation framework with three dimensions and nine factors is constructed through exploratory factor analysis of the survey result. The result shows that this evaluation tool has high reliability and validity and can reflect the AFLLA structure of the target learners, and it provides reference for quantitative evaluation of AFLLC in all Radio and TV Universities in China.