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本研究以500名非英语专业大学生为研究对象,以大学英语四级成绩为依据将他们分成高/低两组,通过量性问卷调查和质性访谈来研究大学生的移动自主学习和自我效能感状态,以及两者对英语成绩的影响。研究结果表明,个性化移动学习和协作性移动学习对英语学习成效的提升有着积极的影响。自我努力感和自我能力感对英语学习成效的提升有着积极的影响。个性化移动自主学习与自我能力感、自我努力感的关系对英语成绩有显著性影响。协作性移动自主学习与自我能力感、自我努力感的关系对英语成绩有显著性影响。而对话性移动自主学习和自我效能感的相互关系不会对英语成绩造成影响。针对研究发现,作者提出相关的教学建议。
In this study, 500 non-English majors were selected as the research subjects. They were divided into high and low groups on the basis of the scores of CET-4. Quantitative questionnaires and qualitative interviews were conducted to study the undergraduates’ mobile self-learning and self-efficacy Status, and the impact of both on English scores. The results show that personalized mobile learning and collaborative mobile learning have a positive impact on the effectiveness of English learning. Self-efficacy and self-efficacy have a positive impact on the improvement of English learning. The relationship between personalized mobility self-learning and self-efficacy, self-work effort has a significant impact on English achievement. Collaborative mobile autonomous learning and self-ability, self-efficacy of the relationship between English scores have a significant impact. However, the interrelationship between self-efficacy and self-efficacy in conversational English will not affect English achievement. For the study found that the author put forward relevant teaching suggestions.