Pan Xiaoquan, Chen Wei
Xingzhi College, Zhejiang Normal University, Jinhua, China.
College of Foreign Languages, Zhejiang Normal University, Jinhua, China.
Front Psychol. 2021 Dec 16;12:751017. doi: 10.3389/fpsyg.2021.751017. eCollection 2021.
This study explored the contributions of teacher supports toward students' self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students' self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students' self-directed language learning as well as the relationship between teacher capacity supports and students' self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students' self-directed language learning as well as the relationship between teacher behavior supports and students' self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students' self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students' self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers' awareness of the substantial supports in enhancing students' self-directed language learning beyond the classroom and would inform that the future research on teachers' compliance in relation to technology use be converted from institutional mandates into teachers' conscientious behaviors.
本研究探讨了教师支持对学生课外自主语言学习的贡献，并调查了技术接受度和技术自我效能感是否可能成为中国本科生样本中教师支持与学生自主语言学习之间的中介变量。中国东部某大学的197名大一学生参与了有关教师支持、技术接受度、技术自我效能感和自主语言学习的问卷调查。该研究突出了以下结果：（1）感知有用性在教师情感支持与学生自主语言学习之间的关系以及教师能力支持与学生自主语言学习之间的关系中起中介作用；（2）技术自我效能感在教师情感支持与学生自主语言学习之间的关系以及教师行为支持与学生自主语言学习之间的关系中起中介作用；（3）感知易用性没有显著的中介功能，但对学生的自主语言学习有间接影响。这些发现通过考虑影响学生自主语言学习的外部因素（即教师支持）和内部因素（即技术接受度和技术自我效能感）扩展了以往的研究，从而有助于增强我们对内在和外在动力机制联合驱动的理解。本研究表明提高教师对增强学生课外自主语言学习的实质性支持的认识具有重要意义，并将表明未来关于教师技术使用合规性的研究应从机构要求转变为教师的自觉行为。
