英语专业师范生信息技术与课程整合教学认知及其影响因素

Exploring Factors Influencing EFL Student Teachers’Disposition of Teaching with Computer Technology

研究依据“意愿-技能-工具”(WST)理论,通过对国内四所省属高校341名大四英语师范生进行问卷调查,运用SPSS23.0进行回归分析探讨了英语师范生计算机兴趣、计算机焦虑、计算机辅助外语教学态度和计算机自我效能对其信息技术与课程整合教学兴趣的影响作用。研究发现,英语师范生计算机兴趣、计算机焦虑、计算机辅助外语教学态度对其信息技术与课程整合教学兴趣预测力较强,其中计算机辅助外语教学态度预测力最强;计算机自我效能预测力较弱。研究表明,英语师范生能否在未来教学中有效地整合技术更取决于其对计算机技术的态度倾向。为帮助英语师范生适应信息化教学改革,教师教育在培养英语师范生技术应用能力的同时,需更多关注其对信息技术与课程整合教学的情感体验。

Based on Will Skill Tool(WST)model,this study made a survey on 341 EFL senior student teachers in four provincial universities to explore the extent to which computer attitudes and self-efficacy influence their motivation to teach with computer technology in their future classroom,Regression analysis found that EFL student teachers’computer attitudes are the main predictors of their interest in teaching with computer technology in their future classroom while computer self-efficacy has little impact.To be specific,EFL student teachers’attitudes toward computer-assisted language teaching and computer enjoyment have more impact than their computer anxiety.The results indicated that EFL student teachers’disposition to teach with computer technology in their future classroom depends on their computer attitudes rather than on their computer self-efficacy.To facilitate student teachers to teach with computer technology in their future classroom,teacher education needs to address their affective engagement in addition to their competence development.