Dong Li, Jamal Mohammed Shireen, Ahmed Abdel-Al Ibrahim Khaled, Rezai Afsheen
Linguistics and Applied Linguistics, College of Liberal Arts, Anhui Normal University, Wuhu, China.
Department of Foreign Languages, Wannan Medical College, Wuhu, China.
Front Psychol. 2022 Aug 12;13:899557. doi: 10.3389/fpsyg.2022.899557. eCollection 2022.
In the literature, a mass of studies have inspected the effects of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) on Iranian English as a Foreign Language (EFL) learners' achievement. However, the effects of CALL and MALL on psychological factors, such as motivation, anxiety, and self-efficacy, have largely remained unexplored. Thus, this study explored the effects of CALL and MALL, and face-to-face (FTF) learning environments on Iranian EFL learners' motivation, anxiety, and self-efficacy. To this aim, using a random sampling method, a total of 137 male EFL intermediate learners were selected and homogenized using the Oxford Quick Placement Test (OQPT). Based on the test scores, a total of 90 EFL learners were selected and randomly assigned to three groups, namely, CALL ( = 30), MALL ( = 30), and FTF ( = 30). Then, the participants' motivation, anxiety, and self-efficacy were gauged prior to the instructions. Afterward, they received CALL-based, MALL-based, and conventional instructions which lasted 25 1-h sessions held twice a week. At the end of the instructions, the participants' motivation, anxiety, and self-efficacy were measured again. The collected data were analyzed through a one-way MANOVA. Findings evidenced that the experimental groups' motivation, anxiety, and self-efficacy were positively affected by the CALL-based and MALL-based instructions. However, there was not a statistically significant difference between the CALL group and MALL group concerning the gains of motivation, anxiety, and self-efficacy. In light of the findings, a range of implications is suggested for relevant stakeholders.
在文献中，大量研究考察了计算机辅助语言学习（CALL）和移动辅助语言学习（MALL）对伊朗英语作为外语（EFL）学习者成绩的影响。然而，CALL和MALL对心理因素，如动机、焦虑和自我效能感的影响在很大程度上仍未得到探索。因此，本研究探讨了CALL、MALL以及面对面（FTF）学习环境对伊朗EFL学习者的动机、焦虑和自我效能感的影响。为此，采用随机抽样方法，共选取了137名男性EFL中级学习者，并使用牛津快速安置测试（OQPT）使其同质化。根据测试成绩，共选取了90名EFL学习者，并将他们随机分为三组，即CALL组（n = 30）、MALL组（n = 30）和FTF组（n = 30）。然后，在教学前对参与者的动机、焦虑和自我效能感进行了测量。之后，他们接受了基于CALL、基于MALL和传统的教学，教学为期25个1小时的课程，每周进行两次。在教学结束时，再次测量参与者的动机、焦虑和自我效能感。收集到的数据通过单因素多变量方差分析进行分析。研究结果表明，实验组的动机、焦虑和自我效能感受到基于CALL和基于MALL的教学的积极影响。然而，CALL组和MALL组在动机、焦虑和自我效能感的提升方面没有统计学上的显著差异。根据研究结果，为相关利益相关者提出了一系列建议。
