摘要
本研究收集了我国大学生的1 758份有效问卷,使用结构方程模型探讨了数字原住民特征的4个因子对在线英语学习投入的影响机制。研究发现:(1)中国大学生呈现较高水平的数字原住民特征;(2)大学生在线英语学习投入程度处于中等偏高水平;(3)“伴随技术成长”对在线英语学习投入不产生显著性影响,“多任务处理”对在线英语学习投入产生显著性负向影响,“依赖图像沟通”和“即时满足与奖励”对在线英语学习投入产生显著性正向影响。研究进而提出相应的在线英语教学建议和未来研究方向。
This study collected 1 758 valid questionnaires from college students all over China, and used structural equation modelling to explore the influence of digital nativeness composed of 4 factors on students’ online English learning engagement. The results showed that:(1) the digital nativeness of Chinese college students was at a high level;(2) their online English learning engagement was above the medium level;(3) “growing up with technology” had no significant impact on online English learning engagement, “comfortable with multitasking” had a significant negative impact on online English learning engagement, while “reliant on graphics for communication” and “thriving on instant gratifications and rewards” had significant positive impacts on online English learning engagement. Online English teaching suggestions and future research directions are further provided.
作者
惠良虹
王勃然
HUI Lianghong;WANG Boran
出处
《外语界》
CSSCI
北大核心
2022年第1期83-91,共9页
Foreign Language World
基金
2019年度国家社科基金项目“基于动态系统理论的外语类在线开放课程学习者粘性现状分析及影响因素模型建构”(项目号19BYY230)的部分成果。
关键词
数字原住民特征
在线英语学习投入
影响机制
digital nativeness
online English learning engagement
influence mechanism
