摘要
本研究以471名第二外语为法语的英语专业大学生为研究对象,采用结构方程模型,从情感投入、认知投入和行为投入三个维度探究二外法语在线学习投入的内在作用机制及其与网络自我效能的关系。研究发现:(1)情感投入和认知投入对行为投入有直接显著的正向影响;(2)情感投入对认知投入有显著正向的预测作用;(3)网络自我效能在情感投入与行为投入之间起调节作用。研究结果有助于了解二外法语在线学习投入内在结构的作用机制,为改善相关教学提供参考。
Drawing on the three dimensions of emotional,cognitive,and behavioral engagement,this study aims to investigate the internal mechanism between online learning engagement in French as a second foreign language and the role of online self-efficacy via structural equation modeling.A total of 471 English majors who learned French as a second foreign language were surveyed.It was found that (1)emotional and cognitive engagement had significantly positive impacts on behavioral engagement,(2)emotional engagement was a positive predictor of behavioral engagement;and (3)online self-efficacy significantly moderated the relationship between emotional and behavioral engagement.These findings could help the academic community understand the internal mechanism of the construct of online learning engagement in French as a second foreign language and provide suggestions for improving online French teaching.
作者
惠晓萌
冯晓丽
HUI Xiaomeng;FENG Xiaoli(School of Foreign Studies,Northeastern University at Qinhuangdao,Qinhuangdao 066004,China;Foreign Studies College,Northeastern University,Shenyang 110819,China)
出处
《外语教学与研究》
北大核心
2023年第3期385-396,479,共13页
Foreign Language Teaching and Research
基金
东北大学秦皇岛分校2021年校级一流本科课程(课程思政+)“第二外语(法)(一)”(2021YLKC-01)
河北省高等教育教学改革与实践项目“数字时代河北省大学生自我调节学习影响机制研究”(2022GJJG425)的阶段性成果。
