专门性语码倾向、技术接受度与在线英语学习投入度的结构分析

A Structural Approach to Code Dispositions, Technology Acceptance and Learning Engagement in Online English Learning

本研究基于合法化语码理论、技术接受模型理论和学习投入度理论,探讨中国英语学习者的在线学习行为特点。通过对4所高校527名学生的问卷调查数据进行结构方程模型分析,揭示学习者的英语语码倾向、技术接受度与在线学习投入度之间的复杂结构关系。研究表明,学习者秉持的英语学习理念同在线教学的潜在要求之间可能存在语码冲突,这种错位可能是导致学习者产生挫败感、焦躁感和疏离感的主要原因。消解语码冲突、促进语码匹配应成为提高在线英语教学质量的重要课题。

This study explores the behavioral features of Chinese EFL learners in online English learning based on legitimation code theory, technology acceptance model and learning engagement. By adopting a structural equation modeling approach to the questionnaire data of 527 students from four colleges and universities, the study reveals the complex structural relationships between the code dispositions, technology acceptance and online learning engagement of Chinese EFL learners. The results manifest that there can be code conflicts between the learning philosophy of the EFL learners and the implicit requirements of online learning, resulting in a sense of frustration, anxiety and alienation. Therefore,it is essential to resolve code conflicts and improve code matching so as to enhance online English learning.