基于微信平台的混合式教学对民族预科生英语学习自我效能感的影响研究 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-20编辑:lgg点击率:6630
论文字数:38547论文编号:org201706171615584930语种:英语 English地区:中国价格:$ 66
关键词:英语教学法论文混合式教学少数民族预科生英语学习自我效能感
摘要:本文是英语教学法论文,笔者认为建立一个基于聊天的少数民族预科学生混合学习模式是非常重要的。少数民族预科生作为大学英语学习者,其英语基础不如其他学生扎实。因此,英语学习兴趣和动机的缺失等问题日益显现。如果这种情况不改变,学生将遭受很大的负面影响。
nnaire of English learning self-efficacy scale was conducted, aiming at finding out the current situation of the minority preparatory students’ English learning self-efficacy. Besides, comparing the results with the post-questionnaire could found out whether the We Chat-based blended instruction improve the minority preparatory students’ English learning self-efficacy. The following results were analyzed by SPSS 19.0. Table 5.1 shows that the mean of self-efficacy is 3.3562, the SD value is .56433, the minimum is 2.00 and maximum is 4.45, indicating that the current situation of the minority preparatory students’ English learning self-efficacy was comparatively low(1≤M≤5). Besides, the mean of four dimensions, from smallest to largest, is sense of ability (3.0383), sense of challenge (3.2571), sense of frustration (3.2721) and sense of effort (3.9048). The sense of ability is lowest and the sense of effort is highest. The data and analysis above is consistent with actual situations of northwest minority preparatory students. All of them are from Gansu and Xingjiang areas who are mainly the Hui and Zang nationality. Furthermore, there are some Tu, Yugu and Bao’an nationality. Because of the remote living places, weak basic education as well as the negative transfer of their native dialects, the minority preparatory students were always underestimating their English learning ability. They believed that English learning was hard for them and had low expectancy in English. They didn’t have strong learning motivation and interest. The lowest sense of ability exactly proves the analysis above.
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Conclusion
Since the 21st century, with the development of science and network technology, blended learning is appearing and raises high attention by many scholars. It is a combination of traditional instruction and online learning, which makes full use of their advantages. We can say that it is a new and high-efficacy learning model. In China, many scholars have already realized the importance of blended learning. And many teachers also try to apply blended learning into course instruction. Considering the universal of smart phone and coverage of school WIFI, the author intended to explore a blended instruction model based on We Chat platform to suit minority preparatory students’ English learning. In this research, because of low interests and high anxieties of minority preparatory students, the author tried to improve their English learning self-efficacy and the English achievements through We Chat-based blended instruction. It is known that self-efficacy is learners’ subjective judgments about their capacities to deal with the tasks before action. It greatly affects choices individuals make, behaviors they perform, efforts and persistence they pa
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