激励在线语言学习：探索理想的二语自我、毅力与自我效能感对学生满意度的影响。
Motivating online language learning: exploring ideal L2 self, grit, and self-efficacy in relation to student satisfaction.
作者信息
Sun Zhijie, Mu Bingyu
机构信息
Department of Foreign Language, Lanzhou University of Finance and Economics, Lanzhou, China.
Zhengzhou Institute of Technology, Zhengzhou, China.
出版信息
Front Psychol. 2023 Nov 13;14:1293242. doi: 10.3389/fpsyg.2023.1293242. eCollection 2023.
INTRODUCTION
This study delves into the intricate network of motivational factors that influence online learning satisfaction among intermediate-level English as a Foreign Language (EFL) students in mainland China.
METHODS
A diverse sample of 496 EFL students participated in this research. Structural Equation Modeling was employed as the analytical method.
RESULTS
The results of the study reveal significant and positive relationships between ideal L2 self and L2 grit with online learning satisfaction. Additionally, online learning self-efficacy emerged as a crucial mediator between ideal L2 self and online learning satisfaction, as well as between L2 grit and online learning satisfaction.
DISCUSSION
These findings provide valuable insights into the motivational dynamics within online language learning contexts. They offer practical implications for educators and instructional designers seeking to enhance students' online learning experiences.
引言
本研究深入探讨了影响中国大陆中级非英语专业学生在线学习满意度的复杂动机因素网络。
方法
496名非英语专业学生的多样化样本参与了本研究。采用结构方程模型作为分析方法。
结果
研究结果显示，理想二语自我和二语毅力与在线学习满意度之间存在显著的正相关关系。此外，在线学习自我效能感在理想二语自我与在线学习满意度之间以及二语毅力与在线学习满意度之间起到了关键的中介作用。
讨论
这些发现为在线语言学习环境中的动机动态提供了有价值的见解。它们为寻求改善学生在线学习体验的教育工作者和教学设计人员提供了实际启示。
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