网络环境下非英语专业大学生自我效能感与英语自主学习相关性研究

发布时间：2021-09-07 09:36

　　二十一世纪科学技术迅猛发展,中国于2015年提出“互联网+”行动计划,更加促进了在线教育的发展。网络技术的高速发展为外语学习者提供了更多的学习资源,大学生作为网络自主学习的主体,其网络自主学习能力的高低直接决定了学习者的学习效果。制约自主学习的内部因素主要包括自我效能感、学习策略、目标设置和情感等,其中自我效能感是影响自主学习的关键变量之一。对于非英语专业大学生来说,具备良好的英语自主学习能力和网络自我效能感的重要性不言而喻。鉴于自我效能感在英语自主学习中的重要作用,本文围绕以下三个研究问题探讨自我效能感与英语自主学习的关系:（1）网络环境下,非英语专业大学生的英语学习自我效能感现状如何?不同性别、专业、年级、学校层次等有无明显差异?（2）网络环境下,非英语专业大学生的英语自主学习能力现状如何?不同性别、专业、年级、学校层次等有无明显差异?（3）网络环境下,非英语专业大学生的自我效能感与英语自主学习能力有无相关性?相关程度如何?具体表现在哪些方面?本研究以情感过滤假说、人本主义理论和三元交互决定论为基础,以非英语专业大学生为对象,通过问卷调查和访谈来获取数据。首先,对不同年级、专业、学... 

【文章来源】：西南大学重庆市 211工程院校 教育部直属院校

【文章页数】：102 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Definition of Basic Concepts
        2.1.1 Self-efficacy
        2.1.2 Self-regulated Learning
        2.1.3 Web-based Learning Environment
    2.2 Previous Studies on Self-efficacy of English Learning in the Network Environment
        2.2.1 Previous Studies on Self-efficacy of English Learning in the Network EnvironmentAbroad
        2.2.2 Previous Studies on Self-efficacy of English Learning in the Network Environment atHome
    2.3 Previous Studies on Self-regulated English Learning in the Network Environment
        2.3.1 Previous Studies on Self-regulated English Learning in the Network EnvironmentAbroad
        2.3.2 Previous Studies on Self-regulated English Learning in the Network Environment atHome
    2.4 Previous Studies on Correlation Between Self-efficacy of English Learning andSelf-regulated English Learning in the Network Environment
        2.4.1 Previous Studies on Correlation Between Self-efficacy of English Learning andSelf-regulated English Learning in the Network Environment Abroad
        2.4.2 Previous Studies on Correlation Between Self-efficacy of English Learning andSelf-regulated English Learning in the Network Environment at Home
    2.5 Limitations of Previous Studies and Inspiration
    2.6 Theoretical Bases
        2.6.1 Affective Filtering Hypothesis
        2.6.2 Humanistic Theory
        2.6.3 Triadic Reciprocal Determinism
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Research Methods
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Research Procedures
Chapter Four Results and Discussion
    4.1 Overall Situation of Non-English Major Undergraduate Students’ Self-efficacy of English Learning in the Network Environment
        4.1.1 General Descriptive of Self-efficacy of English Learning
        4.1.2 Individual Difference of Gender,Grade,Major,College,Score and Learning Time on Self-efficacy of English Learning
    4.2 Overall Situation of Non-English Major Undergraduate Students’ Self-regulated English Learning in the Network Environment
        4.2.1 General Descriptive of Self-regulated English Learning
        4.2.2 Individual Difference of Gender,Grade,Major,College,Score and Learning Time on Self-regulated English Learning
    4.3 The Relationship Between Self-efficacy and Self-regulated English Learning
        4.3.1 The Correlation Analysis Between Self-efficacy and Self-regulated English Learning
        4.3.2 The Regression Analysis Between Self-efficacy and Self-regulated English Learning
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Implications for Students
        5.2.2 Implications for Teachers
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix 1 Questionnaire on the Study of Correlation Between Self-efficacy and Self-regulated English Learning of Non-English Major Undergraduate Students Based on Network Environment
Appendix 2 Outline of Interview on Undergraduate Students’ Online English Learning
Acknowledgements



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