College of Foreign Languages, Shanghai Maritime University, Shanghai 201306, China.
Int J Environ Res Public Health. 2022 Dec 29;20(1):611. doi: 10.3390/ijerph20010611.
This study examines university students' foreign language enjoyment (FLE) in an online cooperative learning (CL) context and explores, taking a positive psychology approach, how and why CL may shape FLE. To this end, 98 Chinese university students studying English as a foreign language (EFL) were assigned into experimental ( = 49) and control groups ( = 49). Both groups completed a short-form foreign language enjoyment (FLE) scale before and after a 3-month intervention. The students in the experimental group were assigned with tasks that needed to be accomplished by teamwork. Moreover, each team was also requested to reflect upon their cooperation experiences and to self-assess their performance of these tasks. The results show that the overall FLE of the experimental group increased remarkably, whereas that of the control group fluctuated considerably. Furthermore, analyses of experimental group students' self-appraisal comments revealed that students with pleasant cooperation experiences usually experience high FLE, give satisfactory marks on their performance, and feel confident about achieving better FL performance in the future. The findings and implications provide meaningful insights into how online FLE can be boosted through CL so as to promote positive mental health of students in a technology-assisted language learning (TALL) context.
本研究考察了大学生在在线合作学习（CL）环境中的外语学习享受（FLE），并从积极心理学的角度探讨了 CL 如何以及为何可能影响 FLE。为此，98 名学习英语作为外语（EFL）的中国大学生被分配到实验组（=49）和对照组（=49）。两组学生在 3 个月的干预前和干预后都完成了简短的外语学习享受（FLE）量表。实验组的学生被分配了需要通过团队合作完成的任务。此外，每个团队还被要求反思他们的合作经验，并自我评估他们完成这些任务的表现。结果表明，实验组的整体 FLE 显著提高，而对照组的 FLE 波动较大。此外，对实验组学生自我评价的分析表明，有愉快合作经验的学生通常会体验到较高的 FLE，对自己的表现给予满意的评价，并对未来在 FL 方面取得更好的表现充满信心。研究结果和启示为如何通过 CL 提高在线 FLE，从而促进 TALL 环境中学生的积极心理健康提供了有意义的见解。
