外语愉悦、焦虑及无聊情绪对网课学习成效的预测作用

The Predictive Effects of Foreign Language Enjoyment,Anxiety,and Boredom on Learning Outcomes in Online English Classrooms

本研究从教育心理学的控制-价值理论出发,结合积极心理学的拓展-建构理论及幸福感理论,通过问卷调查348名我国非英语专业大一学生在网络外语课堂中的愉悦、焦虑和无聊水平及三者之间的关系,并考察这三种情绪对外语网课学习成效的单独预测作用及协同预测作用。结果表明:1)网课学生愉悦及焦虑水平较高,无聊水平中等;2)网课学生的愉悦水平与传统课堂学生相比无显著差异,但其焦虑水平、无聊水平均显著高于后者;3)愉悦与焦虑呈小到中等程度的负相关关系,愉悦与无聊呈中到高等程度的负相关关系,而焦虑与无聊则呈小到中等程度的正相关关系;4)愉悦对英语考试成绩及自评网课学习成效有显著正向预测作用,无聊及焦虑则对二者有负向预测作用,但进入同一回归模型之后,仅焦虑对考试成绩仍有显著预测作用,仅愉悦及无聊对自评网课学习成效有显著预测作用。研究结果为网络外语教学、二语情绪理论发展提供了研究启示与实践指导。

Informed by the control-value theory of educational psychology,as well as the broadenand-build theory and the well-being theory of Positive Psychology,this questionnaire study investigated 348 non-English major freshmen’s foreign language enjoyment(FLE),foreign language anxiety(FLA),and foreign language learning boredom(FLLB)in online English courses,as well as their correlations.Also examined were their independent and joint predictive effects on the learning outcomes of online English classrooms.The results indicated that:(1)students had relatively high levels of FLE and FLA,but a moderate level of FLLB;(2)while students’FLE in the online learning context was similar to that in the face-to-face context,their FLA and FLB were significantly higher in the online context;(3)a small to medium negative correlation was found between students’FLE and FLA,a medium to high negative correlation between FLE and FLLB,and a small to medium positive correlation between FLA and FLB;and(4)FLE was found to have independent positive predictive effects on English test scores and perceived online learning achievement,while FLLB and FLA had negative ones.However,when entered the same regression model,FLA was the only predictor for test scores,whereas FLE and FLLB predicted perceived achievement.The findings can generate implications for online foreign language teaching and provide insights to theoretical conceptualization of L2(second/foreign)language emotions.