移动学习环境下大学生英语写作学习行为研究

发布时间：2018-01-09 04:17

本文关键词：移动学习环境下大学生英语写作学习行为研究　出处：《上海外国语大学》2017年博士论文　论文类型：学位论文

【摘要】：论文在社会文化理论视域下,以活动理论为分析框架,以“后过程”写作理论为指导构建了移动英语写作混合学习平台,并据此进行2个月大学生英语议论文写作教学实践,以研究移动学习环境下大学生英语写作学习行为,主要回答三个研究问题:一、移动学习环境下大学生英语写作学习行为总体情况如何?有哪些特点?二、这些学习行为对学生英语写作产生了什么效果?三、这些学习行为受到了哪些因素的影响?这些因素是如何影响学习行为的?论文研究对象为一所地方师范大学英语专业3年级2个班62位学生,采用混合研究设计,从网络服务器日志和数据库中通过数据挖掘获得学生移动英语写作学习行为的类型、频度和特点,采用问卷和访谈了解学生自我感知的写作技能、语言运用和情感因素等方面的进步状况,并与控制班前后测成绩进行比较,来综合评估学生移动英语写作学习的学习效果。研究结果发现,学生在移动学习环境下产生了多种英语写作相关的学习行为,在各时段分散式地投入了大量时间进行写作学习,学习场所不限于教室、图书馆和宿舍,扩展到了路上和其他非传统学习场所,体现了“随时随地”进行移动学习的优势;大多数学生能够及时响应写作任务,但有少数学生仍然出现拖延现象;从移动写作参与度的聚类分析来看,学生分为四类:均衡积极型、评价积极型、均衡消极型和评价消极型学生;从发表后评价的社会网络分析来看,学生整体参与度很好,但差异较大,专家学生在整个评价活动中表现突出,在社群中获得了较大的影响力和威望,起到了引领作用,形成了自组织学习的英语写作学习新生态。前后测结果表明,移动英语写作组的进步显著优于控制组。从学生的反思、问卷与访谈数据来看,学生在移动英语写作学习中自我感知写作技能的进步明显,语言方面也有一些进步,并获得了较为积极的情感体验,增进了英语写作自信,降低了写作焦虑,保证了学习的持续投入和学习质量,从而一定程度上证明了移动英语写作混合模式的有效性。进一步对学生反思、问卷和访谈的质性数据的分析表明,学生对移动英语写作学习的效用期望、易用期望和外在规范三大因素影响了学生的移动英语写作学习行为,其中前两者主要源自技术促学的作用,而外在规范则包括课程的强制性学习要求、激励机制带来的内在驱动力,以及协作学习和外部压力产生的遵从行为。这三大因素均通过学生个人的个体特质如自我效能感、动机和个人偏好的中介而发挥作用。基于研究发现,论文从英语专业教学改革、信息技术促学背景下的外语教师发展和我国外语教育技术促学机制的改革等方面提出了参考建议。
[Abstract]:From the perspective of sociocultural theory, the thesis constructs a mixed learning platform for mobile English writing under the guidance of "post-process" writing theory and activity theory as an analytical framework. In order to study the behavior of college students' English writing learning in mobile learning environment, three main research questions are answered: 1) A two-month teaching practice of argumentative English writing for college students is carried out in order to study the behavior of English writing in mobile learning environment. What is the general situation of college students' English writing learning behavior under the mobile learning environment? What are the features? Second, what effect do these learning behaviors have on students' English writing? Third, what factors affect these learning behaviors? How do these factors affect learning behavior? The research object of this paper is 62 students in 2 classes of English major in a local normal university. The types, frequency and characteristics of students' mobile English writing learning behaviors were obtained by data mining from web server logs and databases. Questionnaire and interviews were used to understand students' self-perceived writing skills. The progress of language use and affective factors was compared with that of the control class in order to evaluate the learning effect of mobile English writing. Students in the mobile learning environment produce a variety of learning behaviors related to English writing. They have invested a lot of time in writing learning in different periods of time, and learning places are not limited to classrooms, libraries and dormitories. Extended to the road and other non-traditional learning sites, reflecting the "anytime anywhere" advantage of mobile learning; Most students can respond to writing tasks in time, but a few students still have procrastination. From the cluster analysis of participation in mobile writing, students can be divided into four categories: balanced positive type, evaluation positive type, balanced negative type and evaluation negative type student; From the social network analysis of postpublication evaluation, the overall participation of students is very good, but the difference is great. The expert students are outstanding in the whole evaluation activities, and have gained great influence and prestige in the community. Before and after the test results show that the progress of mobile English writing group is significantly better than that of the control group. From the reflection of students, questionnaire and interview data. Students in mobile English writing learning self-perceived writing skills have improved, language has also made some progress, and gained a more positive emotional experience, enhance English writing self-confidence, reduce writing anxiety. It ensures the continuous input and the quality of learning, thus proves to some extent the validity of the mixed mode of mobile English writing. The further analysis of the qualitative data of students' reflection, questionnaires and interviews shows that. There are three factors that affect the students' learning behavior of mobile English writing, such as the utility expectation, easy-to-use expectation and external norm, of which the first two are mainly due to the role of technology in promoting learning. The external norms include the compulsory learning requirements of the curriculum and the internal driving force brought by the incentive mechanism. These three factors play a role through the intermediary of individual traits such as self-efficacy, motivation and personal preference. The paper puts forward some suggestions on the reform of English major teaching, the development of foreign language teachers under the background of information technology and the reform of the mechanism of promoting foreign language education technology in China.
【学位授予单位】：上海外国语大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：H319.3;G434

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