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英语学习师生支持、自我效能和交互投入的关系思考

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-10-14编辑:vicky点击率:389

论文字数:43633论文编号:org202310081904191448语种:英语 English地区:中国价格:$ 66

关键词:英语教学法论文

摘要:本文是一篇英语教学法论文,本文以352名非英语专业大学生为研究对象,采用定性和定量研究相结合的方法,考察在英语学习过程中,学习者感知的师生支持、自我效能和交互投入之间的关系。

本文是一篇英语教学法论文,本文就如何提高师生支持,从而提高大学英语学习者的自我效能与交互投入,进而提升他们的主观幸福感和学业成就,提出了相应的建议。

Chapter One Introduction

1.1 Research Background

英语教学法论文怎么写

Despite receiving long-term and intensive English learning instruction,Chinesecollege students still exhibit inefficient classroom interactions,weak learninginitiative,and poor concentration when participating in EFL activities(Liu&Zhen,2021;Hu&Xu,2022).Calls have been made for research on learning engagement toimprove EFL teaching practices and boost EFL learners’learning effectiveness(Xu&Fan,2019;Hu&Xu,2022).Learning engagement refers to the extent to whichstudents actively participate in learning activities(Newmann,1992).As amultidimensional construct,learning engagement encompasses both learner-externalfactors and learner-internal factors(Luan et al.,2020).For more than three decades,learning engagement has appealed to a broad spectrum of educational stakeholders,primarily because of its connection to improved learning outcomes,enhancedsubjective well-being(Lavy&Naama-Ghanayim,2020),and its relevance to allstudents(Fredricks et al.,2004).Given the desire to maximize the academic andemotional benefits of learning engagement for EFL learners,it is of great necessity toexamine it in depth.

Nevertheless,prior research on learning engagement has been primarilycognitively-oriented,resulting in an overlook of the social nature of learningengagement.An emerging trend of conceptualizing engagement is identifying studentengagement from the“micro”level(Handelsman et al.,2005),to highlight theimportance of interaction/participation engagement for enhancing students’learningexperience.As an indispensable yet remaining under-explored aspect of learningengagement,interaction engagement reflects the process of learners activelyinteracting with their environment.When EFL learners are interactively engaged in apositive manner,their learning can be more effective.

1.2 Research Purpose and Significance

The existing literature indicates correlations between teacher-and-peer support,self-efficacy,and interaction engagement,and self-efficacy mediates the relationshipbetween teacher-and-peer support and interaction engagement.However,support for this mainly comes from research focusing on social support and its relations to self-efficacy and math engagement.In the micro-system of the EFL classroom,interactionengagement is of great importance for EFL learners,and teachers and peers representessential providers of school-related social support for learners’social and academicdevelopment.In this regard,research examining the relationships among teacher-and-peer support,self-efficacy,and interaction engagement in EFL learning may beconducive to college EFL learners’social and academic functioning.Besides,domestic research on the relationships among these three variables is primarilytheoretical,with little empirical study,let alone research concentrating on EFLlearning context and collecting data from non-English undergraduates.Hence,thepurpose of this thesis is to explore the relationships among teacher-and-peer support,self-efficacy,and interaction engagement in college EFL learning.

The thesis aims to contribute to the existing theoretical and practical research byexamining the potential links among the variables mentioned above.At the theoreticalleve论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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