研究流程模拟式项目协作论文写作的教学效果预测:课堂环境感知视角

Predicting Instructional Effect of Research-based Collaborative Project Writing: A Classroom Environment Perception Approach

本研究以课堂环境感知为视窗,探索EAP课程体系下研究流程模拟式项目协作论文写作(RBCPW)教学效果的预测因素。6个EAP班302名大二学生参加了16周RBCPW课程实践。聚类分析发现三类环境感知型式:消极型(即低关联度-高难度-低适宜度-低支持度)、中度积极型(即中关联度-中难度-中适宜度-高支持度)、高度积极型(即高关联度-低难度-高适宜度-中支持度)。回归分析表明,困难度、适宜度、支持度感知因素对教学效果的三个观测值(课程投入度、个人成绩、未来任务信心)有直接或间接预测性,但课堂环境感知与小组课程成绩关系不显著。本研究推断,学生主观学习需求、语言基础与RBCPW课程内容/要求的匹配度是良性课堂环境感知的关键,该结论对低年级本科阶段推广项目式论文写作教学有反思性启示。

The president study explored instructional effect of Research-based Collaborative Project Writing(RBCPW)within EAP curriculum,through a Classroom Environment Perception(CEP)approach.A 16-week RBCPW course was administered to 302 second-year students in 6 EAP classes.A cluster analysis of self-developed CEP survey results identified 3 perception patterns i.e.Negative Type I(lowrelevancy-high difficulty-lowsuitability-low peer support),M edium-Positive Type II(medium relevancy-medium difficulty-lowsuitability-low peer support)、HighPositive Type III(high relevancy-low difficulty-high suitability-high peer support).Regression analysis also suggested difficulty perception,suitability perception and support perception as direct or indirect predictors for instructional effect in terms of student engagement,individual test performance,future task confidence.The final conclusion is that the match between subject learning needs,English proficiency level and RBCPW course requirements is key to positive CEP,which calls for further reflections for promoting project-based EAP writing courses among undergraduates.