网络自主学习中大学生英语学习策略与学业成绩的元分析

The Correlation Between College Students’ English Learning Strategy and Academic Achievement in Web-based Autonomous Learning Environment

采用元分析方法对国内网络自主学习环境下非英语专业大学生学习策略与英语学习英语成就之间的关系强度进行探讨,并进一步探究自主学习策略分类及学习内容等变量对两者关系的调节作用。结果表明,网络自主学习环境下学习策略与学习成就存在显著的中等相关,在所有学习策略中,元认知策略与学习成绩的相关性最高,英语听力成绩与非认知学习策略呈较为显著的相关性,学习成绩测试类型、学习策略量表类型是调节学习策略与学业成绩关系的潜在因素,出版类型的调节效应不显著。

The meta-analysis method has been used to explore the relationship between learning strategies and English achievements of Chinese non-English major students in the web-based autonomous learning environment and the variables that moderate its effectiveness (i.e.,learning strategies,different learning contexts).A comprehensive research was conducted to collect the studies of learning strategies and academic performance.Effect sizes were calculated for 33 related papers,contributing a total of 154 studies and 4368 samples in accordance with the meta-analysis criteria.The findings indicate a significant medium correlation between learning strategies and learning achievements in web-based autonomous learning environment.Compared with cognitive strategy and social-affective strategy,the relationship between meta-cognitive strategy and academic achievement is more significant in the web-based autonomous learning environment.There is a significant correlation between English listening performance and non-cognitive learning strategies.Variables found to moderate its relationship include type of strategies,learning content(hearing,speaking,etc.),outcome variables and scale of learning strategy except publication types.