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基于CiteSpace的国内英语学习投入研究可视化分析

Visualized Analysis of Researches on China’s Student Engagement in English Learning Based on CiteSpace
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摘要 为进一步探索学习投入在英语教学领域的进展以及未来发展,为英语教学提供研究动态和新方向,通过文献计量工具CiteSpace对中国知网数据库中2014至2024年的学习投入相关文献进行梳理,并且探究了这些文献的发文量、发表机构、作者合作网络、关键词的特征和走向。得到以下研究结论:1) 英语学习投入的发表机构以杭州电子科技大学外国语学院、北京邮电大学和南京交通职业技术学院领先,但机构和作者间的协作研究并不明显且重点院校的关注程度并不充足;2) 大学生英语学习、情感投入、学业表现以及在线学习等是英语学习投入比较关注的具体方向,这些研究相对更为广泛和深入,但相关研究的突现性并不明晰,主流发展方向尚不明了,未来一段时间内可能仍以以上方向为主,尤以在线学习为增长较快的方向,同时因局限于学习投入成分的实证研究,大学生英语学习投入的量表测量实证研究并未得到足够关注;3) 英语学习投入的研究虽在2014年~2015年呈短暂下降状态,但2015年至今都呈现稳步并进一步快速发展的趋势。 In order to further explore the progress and future development of student engagement in the field of English teaching, and provide research trends and new directions for this filed, the literature measurement tool CiteSpace was used to sort out the literature related to student involvement in CNJI database from 2014 to 2024. The paper also explores the number of publications, publishing institutions, author cooperation networks, and the characteristics and trends of keywords. The findings are as follows: 1) The leading publishing institutions are the School of Foreign Languages of Hangzhou Dianzi University, Beijing University of Posts and Telecommunications and Nanjing Communications Institute of Technology, but the collaborative research among institutions and authors is not obvious and the attention of key universities is insufficient. 2) College students’ English learning, emotional engagement, academic performance and online learning are the specific key directions, whose studies are relatively more extensive and in-depth with the online learning as the future main growth, but the burst of relevant studies is not clear, and so is the research mainstream. At the same time, since the empirical research on learning engagement is limited to its components, the empirical research on the scale measurement of college students’ English learning engagement has not received enough attention. 3) Although the research on English learning student engagement shows a brief decline from 2014 to 2015, it has shown a steady and further rapid development trend since 2015.
作者 宋婷
出处 《教育进展》 2024年第5期932-939,共8页 Advances in Education
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