Yang Shuhan, Pu Ruihui
School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, China.
Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Nakhon Pathom, Thailand.
Front Psychol. 2022 Apr 6;13:847342. doi: 10.3389/fpsyg.2022.847342. eCollection 2022.
Few research efforts have substantially introduced relevant studies on Chinese students' adaptability in relation to the ineffectiveness of blended learning mode in College English. This study is guided by social cognitive theory, and related literature has been reviewed concerning adaptability. In this study, we aim to examine the involved relationships among contextual factors, self-efficacy, motivation, and adaptability to blended learning mode among non-English majored Chinese learners in the College English course.
The quantitative research method was employed in this study, and 595 respondents were eventually collected to enable the data analysis. The structural equation modeling (SEM) approach was used to analyze the data.
(1) The non-English majored learners' adaptability to blended learning mode in College English was at a low level with a mean value of 2.26, indicating that students still suffer difficulties from class conducted in blended learning; (2) the fit indices were at the level of good fit, and it suggested the structural model had an overall good fit to the data as shown: df = 2.496, RMESA = 0.050, GFI = 0.956, AGFI = 0.936, NFI = 0.968, RFI = 0.959, IFI = 0.980, TLI = 0.975, CFI = 0.980; (3) adaptability was positively related to contextual factors, self-efficacy, and motivation ( < 0.001); (4) contextual factors exerted an indirect effect on the adaptability not only through the separate mediating role of self-efficacy and motivation, but through the chain mediating role of self-efficacy and motivation ( < 0.01).
This study theoretically extends previous studies on adaptability by investigating the affecting factors in the framework of social cognitive theory. More practically important is that this study sheds light on the impact mechanism of positive and enjoyable environment, self-efficacy and motivation on non-English majored learners' adaptability to blended learning mode in English course, which would provide a vital insight for administrators and College English instructors to reconsider the role of learners' responses in the mixed mode to improve their English achievement more effectively, as well as to enhance and promote their user experience of the offered blended learning service.
很少有研究充分介绍与大学英语混合学习模式效果不佳相关的中国学生适应性研究。本研究以社会认知理论为指导，并对适应性相关文献进行了综述。在本研究中，我们旨在探讨大学英语课程中非英语专业中国学习者的情境因素、自我效能感、动机与混合学习模式适应性之间的关系。
本研究采用定量研究方法，最终收集了595名受访者的数据进行分析。采用结构方程模型（SEM）方法对数据进行分析。
（1）非英语专业学习者对大学英语混合学习模式的适应性处于较低水平，平均值为2.26，表明学生在混合学习课堂中仍面临困难；（2）拟合指数处于良好拟合水平，这表明结构模型与数据总体拟合良好，具体如下：df = 2.496，RMESA = 0.050，GFI = 0.956，AGFI = 0.936，NFI = 0.968，RFI = 0.959，IFI = 0.980，TLI = 0.975，CFI = 0.980；（3）适应性与情境因素、自我效能感和动机呈正相关（<0.001）；（4）情境因素不仅通过自我效能感和动机的单独中介作用，而且通过自我效能感和动机的链式中介作用对适应性产生间接影响（<0.01）。
本研究在理论上通过在社会认知理论框架内研究影响因素扩展了以往关于适应性的研究。更具实际意义的是，本研究揭示了积极愉快的环境、自我效能感和动机对非英语专业学习者英语课程混合学习模式适应性的影响机制，这将为管理人员和大学英语教师重新考虑学习者在混合模式中的反应作用提供重要见解，以便更有效地提高他们的英语成绩，并增强和提升他们对所提供混合学习服务的用户体验。
