英语在线协作中自我调控学习机制研究

A Study on the Mechanism of Self-regulation Learning in English Online Writing

195名某大学非英语专业一年级学生参加问卷调查,旨在发现学习者使用英语在线写作自我调控策略差异,以及写作自我调控策略和英语学习理念、焦虑、效能之间的关系。研究结果表明:(1)英语在线写作过程中,不同类型自我调控策略使用频度有差异,英语学习者使用认知策略最频繁,其次元认知策略,使用最少的是社会互动策略;(2)在线写作自我调控策略和英语学习理念、英语写作效能呈现出正向相关,和写作焦虑呈现负向相关;(3)回归分析显示理解型学习理念、语言效能、认知焦虑可以有效解释在线写作自我调控策略。

The survey collected data of the 195 non-English majors in a university with the questionnaires.The research aims to investigate the use of various self-regulation strategies in online writing process and the correlations between selfregulation strategies,learning conceptions,writing anxiety and writing efficacy.The results showed that there were differences in frequency among three types of strategies:cognitive strategy mostly used,the next one,meta-cognitive strategy,and the least one social interaction strategy.The positive correlations were observed among variables:selfregulation strategies,writing efficacy and English learning conceptions.The negative correlation was recorded between the variables self-regulation strategies and writing anxiety.Further the regression analysis revealed that the self-regulation strategies were significantly predicted by integral English learning concept,language proficiency efficacy and cognitive anxiety.