Yang Gang, Sun Wenwen, Jiang Renfeng
School of Foreign Languages and Literature, Shandong University, Jinan, China.
Foreign Language School, Linyi University, Linyi, China.
Front Psychol. 2022 Mar 11;13:829193. doi: 10.3389/fpsyg.2022.829193. eCollection 2022.
This study seeks to explore the impact of learning burnout on university students' English learning effect in the online environment. Through a large sample questionnaire survey, the study uses structural equation modelling to measure the interactions amongst university students' English online learning burnout (EOLB), academic self-efficacy (AEE), and teacher emotional support (TES), thereby analysing and summarising the characteristics of their impacts on students' online learning satisfaction. The results from the data analysis show that AEE plays a mediating role between students' EOLB and learning satisfaction, and TES plays a moderating role between students' EOLB and AEE, which all eventually influence students' online learning effect manifested in aspects such as behaviour, cognition, and emotion. Given the results, the study further provides suggestions for alleviating university students' EOLB, which can be used to optimise English online teaching design and learning practice.
本研究旨在探讨在线环境下学习倦怠对大学生英语学习效果的影响。通过大规模问卷调查，该研究采用结构方程模型来测量大学生英语在线学习倦怠（EOLB）、学业自我效能感（AEE）和教师情感支持（TES）之间的相互作用，从而分析和总结它们对学生在线学习满意度的影响特征。数据分析结果表明，AEE在学生的EOLB与学习满意度之间起中介作用，而TES在学生的EOLB与AEE之间起调节作用，所有这些最终都会影响学生在行为、认知和情感等方面表现出的在线学习效果。鉴于这些结果，该研究进一步提出了减轻大学生EOLB的建议，可用于优化英语在线教学设计和学习实践。
