混合式教学环境对大学生二语交际意愿影响的实证研究

The influence of blended learning environment on college students’ L2 willingness to communicate

疫情常态化背景下,线上线下混合式教学环境是影响学生交际意愿的重要变量,本研究通过问卷调查及SPSS23.0进行了相关性分析和多元回归分析,考察大学英语混合式教学环境对学生二语交际意愿的影响。研究发现,中国英语学习者的交际意愿处于中等水平,对课堂环境的感知度较高。相关性分析结果显示,混合式教学环境中,教师支持、学生凝聚力、任务取向、学生参与和合作这五个课堂环境因素与学生二语交际意愿都具有正相关关系。多元回归分析结果显示,在线上教学时,教师支持和学生凝聚力是学生二语交际意愿的显著预测因子;在线下教学时,教师支持、任务取向和学生参与是学生二语交际意愿的显著预测因子。研究结果表明,线上和线下教学都应提供多方位的教师支持;线上教学时应通过多样化的学习活动和教学设计提升学生凝聚力;线下教学时应在任务取向中提供更多选择,以提升学生的参与度。

In the context of the normalization of epidemics,the blended learning environment is an important variable affecting students’ willingness to communicate.Based on questionnaires and SPSS 23.0 data analysis,this study investigates the effect of college English blended learning environment on students’ L2 willingness to communicate.The findings show that Chinese English learners have a moderate level of willingness to communicate and a relatively high perception of the classroom environment.The results of correlation analysis show that in the blended learning environment,teacher support,student cohesiveness,task orientation,involvement and cooperation are positively correlated with students’ L2 willingness to communicate.The results of multiple regression analysis show that teacher support and student cohesiveness are significant predictors of students’ L2 willingness to communicate in online teaching.In offline teaching,teacher support,task orientation,and involvement are significant predictors of students’ L2 willingness to communicate.The findings suggest that both online and offline teaching should provide multidimensional teacher support.Online teaching should improve student cohesiveness through diverse learning activities and teaching designs.Offline teaching should provide more options in task orientation to improve student involvement.