Rahimi Amir Reza, Sevilla-Pavón Ana
Language, Literatures and Cultures, and Its applications, University of Valencia, Valencia, Spain.
Acta Psychol (Amst). 2024 Nov;251:104644. doi: 10.1016/j.actpsy.2024.104644. Epub 2024 Dec 8.
Students' approaches to online technologies (SAOLT) have garnered significant support among scholars from a variety of fields, particularly in the field of science, technology, engineering, and mathematics education (STEM). The humanistic field needs to explore learners' approaches to target learning contexts, especially in the fields of computer-assisted language learning (CALL) and psycholinguistics. To fill this gap, the researchers explored 686 Iranian high school EFL learners' approaches to online language learning (OLL) with regard to their pedagogical, technical, and peer support, as well as the mediation role of online self-regulation. The partial least squares modeling approach's (PLS-SEM) reflective analysis validated the factorial structure of the conceptual study framework in online language learning and secondary education. The formative model found that instructional and peer support positively impacted language learners' deep and surface approaches to online language learning, thereby maximizing and minimizing their online presence and meaningful language learning. Furthermore, the mediation analysis revealed the significant moderating influence of learners' online self-regulation, which shifted the correlations from relating both learners' perceived support to their surface and deep learning approaches to only relating to the deep learning approach. Consequently, this study has pedagogical implications as it introduces a new conceptual framework to the CALL and psycholinguistic domains, specifically incorporating a new psychological factor related to language learners' complex dynamic systems, known as Language Learners' Approaches to Online Language Learning (OLLA). To do so, the researchers suggested that instructors should design more practical activities for theoretical subjects such as English language learning in online learning and shift online teaching from teacher-centered to peer-centered so as to foster their learners' deep learning approach to online language learning.
学生对在线技术的学习方法（SAOLT）在来自各个领域的学者中获得了广泛支持，尤其是在科学、技术、工程和数学教育（STEM）领域。人文领域需要探索学习者针对目标学习环境的学习方法，特别是在计算机辅助语言学习（CALL）和心理语言学领域。为了填补这一空白，研究人员探讨了686名伊朗高中英语学习者在在线语言学习（OLL）方面的学习方法，涉及教学、技术和同伴支持，以及在线自我调节的中介作用。偏最小二乘建模方法（PLS-SEM）的反思性分析验证了在线语言学习和中等教育中概念性研究框架的因子结构。形成性模型发现，教学支持和同伴支持对语言学习者在线语言学习的深层和表层方法产生了积极影响，从而最大限度地提高和最小化了他们的在线参与度和有意义的语言学习。此外，中介分析揭示了学习者在线自我调节的显著调节作用，这将相关性从学习者感知到的支持与他们的表层和深层学习方法之间的关系转变为仅与深层学习方法相关。因此，本研究具有教学意义，因为它为CALL和心理语言学领域引入了一个新的概念框架，特别纳入了一个与语言学习者复杂动态系统相关的新心理因素，即语言学习者在线语言学习方法（OLLA）。为此，研究人员建议教师应为在线学习中的理论科目（如英语学习）设计更具实践性的活动，并将在线教学从以教师为中心转变为以同伴为中心，以培养学习者在线语言学习的深层学习方法。
