Based on the concept of learning stickiness,this study constructed a model of influencing factors among the elements of online learning content,interaction,incentive,satisfaction,and learning stickiness from Comprehen...Based on the concept of learning stickiness,this study constructed a model of influencing factors among the elements of online learning content,interaction,incentive,satisfaction,and learning stickiness from Comprehensive Learning Theory.Structural equation modeling was used to analyze the interaction and influence effects among the factors.It is found that the content,interaction,and incentive in Comprehensive Learning Theory had a significant positive impact on learning stickiness from the total effect analysis.From the direct effect analysis,the influence of content and interaction on learning stickiness was not substantial,but the influence of incentive and satisfaction on learning stickiness was significant.From the perspective of mediation effect analysis,incentive and satisfaction were critical mediating variables for the influence of content and interaction on learning stickiness.This study put forward suggestions and strategies for online teaching,providing a reference for teachers to carry out online education.展开更多
At present,there are still many problems in language teaching in rural primary schools,which will affect the quality of teaching if we don't pay much attention to them.This article focuses on the existing flaws in...At present,there are still many problems in language teaching in rural primary schools,which will affect the quality of teaching if we don't pay much attention to them.This article focuses on the existing flaws in current language teaching and provides some solutions.展开更多
By adopting the research method of case study, this article studies the learning strategies of an adult learner of English in listening comprehension. It is found that the learner can use some learning strategies but ...By adopting the research method of case study, this article studies the learning strategies of an adult learner of English in listening comprehension. It is found that the learner can use some learning strategies but only at very elementary level. After an eight-week training course in learning strategies, the learner made noticeable progress in listening, which proves that learning strategies can be trained and contribute positively to language proficiency.展开更多
This paper reports on a study of the relationship between learning strategies and reading comprehension. To establish the variables, a learning strategies’ questionnaire was administered to about 200 students in the ...This paper reports on a study of the relationship between learning strategies and reading comprehension. To establish the variables, a learning strategies’ questionnaire was administered to about 200 students in the second-year of a non-English majors degree course in a university in Changchun. Their learning achievement was established by their scores on a reading comprehension test. The relationship between learning strategies and achievement was then examined through the SPSS 8.0 statistical analysis system. It was found that cognitive strategies were the strongest predictor to reading achievement and four other variables (metacognitive strategies, social-affective strategies, reading habits and examination strategies) also demonstrated a significant relationship with reading achievement to differing degrees. Among these variables, social-affective strategies were the only negative predictor. In addition, a significant difference existed between the high-score group and the low-score group in the use of cognitive strategies, metacognitive strategies and examination strategies.展开更多
文摘Based on the concept of learning stickiness,this study constructed a model of influencing factors among the elements of online learning content,interaction,incentive,satisfaction,and learning stickiness from Comprehensive Learning Theory.Structural equation modeling was used to analyze the interaction and influence effects among the factors.It is found that the content,interaction,and incentive in Comprehensive Learning Theory had a significant positive impact on learning stickiness from the total effect analysis.From the direct effect analysis,the influence of content and interaction on learning stickiness was not substantial,but the influence of incentive and satisfaction on learning stickiness was significant.From the perspective of mediation effect analysis,incentive and satisfaction were critical mediating variables for the influence of content and interaction on learning stickiness.This study put forward suggestions and strategies for online teaching,providing a reference for teachers to carry out online education.
文摘At present,there are still many problems in language teaching in rural primary schools,which will affect the quality of teaching if we don't pay much attention to them.This article focuses on the existing flaws in current language teaching and provides some solutions.
文摘By adopting the research method of case study, this article studies the learning strategies of an adult learner of English in listening comprehension. It is found that the learner can use some learning strategies but only at very elementary level. After an eight-week training course in learning strategies, the learner made noticeable progress in listening, which proves that learning strategies can be trained and contribute positively to language proficiency.
文摘This paper reports on a study of the relationship between learning strategies and reading comprehension. To establish the variables, a learning strategies’ questionnaire was administered to about 200 students in the second-year of a non-English majors degree course in a university in Changchun. Their learning achievement was established by their scores on a reading comprehension test. The relationship between learning strategies and achievement was then examined through the SPSS 8.0 statistical analysis system. It was found that cognitive strategies were the strongest predictor to reading achievement and four other variables (metacognitive strategies, social-affective strategies, reading habits and examination strategies) also demonstrated a significant relationship with reading achievement to differing degrees. Among these variables, social-affective strategies were the only negative predictor. In addition, a significant difference existed between the high-score group and the low-score group in the use of cognitive strategies, metacognitive strategies and examination strategies.
