摘要
本研究以322名高一学生为被试,通过问卷调查考察了Clicker系统对高中生英语预习投入度的影响。统计分析发现:Clicker系统能够提高高中生的英语预习投入度,尤其是行为认知投入;Clicker系统辅助的高中生的自我效能感和自主学习能力正向评价对情感投入和行为认知投入均有显著影响,负向评价对情感投入和行为认知投入没有显著影响;学生对Clicker系统的努力期望评分最高,使用态度次之,绩效期望最低,且评分之间存在显著差异。
This paper reported the results of an empirical study on 322 Grade 10 students to explore the effectiveness of Clicker system on their engagement in English preview.The statistical results indicated that Clicker system could improve students’engagement,behavioral-cognitive engagement in particular in English preview.Also,for the students in Clicker-aided classes,their positive self-efficacy and learner autonomy had a significant influence on the emotional engagement and behavioral-cognitive engagement,but their negative self-efficacy and learner autonomy had no significant effect on the emotional engagement and behavioral-cognitive engagement.Besides,these students ranked effort expectancy of Clicker system the highest,application attitude the second and achievement expectancy the third,and the differences between any two of the three aspects were statistically significant.
作者
肖晓雯
许宏晨
XIAO Xiaowen;XU Hongchen(Faculty of Foreign Studies,Beijing Language and Culture University,Beijing 100083,China)
出处
《浙江外国语学院学报》
2023年第2期9-18,共10页
Journal of Zhejiang International Studies University
