东中西部公办本科大一非英语专业学生混合式英语学习去动机因素的对比研究

A Comparative Study on Demotivating Factors of Non-English-Major First-Year Undergraduates from Public Undergraduate Universities in Eastern, Central and Western China in Blended English Learning Contexts

摘要: 混合式教学已成为高校大学英语主流模式，大一新生转型阶段易出现英语学习去动机。现有研究侧重动机激发，鲜有针对大一学生的跨区域去动机实证研究。本研究采用混合研究法，对东、中、西部三所公办本科院校大一非英语专业学生开展调研，基于400份有效问卷与24份师生访谈数据，探究其混合式英语学习去动机的区域差异、影响因素与作用机制。结果表明，学生去动机水平呈西部最高、中部次之、东部最低的显著区域特征；五大核心影响维度涵盖线上学习体验、资源适配度、教师支持、自主学习能力及社会环境支持；区域教育资源、数字基建、高校师资与学习支持体系的不均衡，可能是造成上述区域差异的潜在相关因素。研究据此提出差异化教学干预策略，为优化大学英语混合式教学、平衡区域外语教育发展提供实证参考。

Abstract: Blended teaching has become the mainstream mode of college English instruction in higher education institutions. First-year undergraduates are prone to English-learning demotivation during their transitional period. Existing studies focus largely on motivation enhancement, while few empirical cross-regional studies have addressed demotivation among first-year students. Adopting a mixed-methods research design, this study investigates non-English-major first-year students from three public undergraduate universities across eastern, central and western China. Based on 400 valid questionnaires and 24 teacher-student interviews, it explores regional differences, influencing factors and mechanisms of demotivation in blended English learning. The results reveal significant regional disparities in demotivation levels, which are highest in western China, followed by central China and then eastern China. Five core dimensions are identified: online learning experience, resource adaptability, teacher support, self-regulated learning ability, and social-environmental support. Imbalances in regional educational resources, digital infrastructure, university teaching staff and learning-support systems serve as key potential factors accounting for such regional demotivation disparities. Accordingly, differentiated teaching intervention strategies are proposed to provide empirical references for optimizing college English blended teaching and balancing the development of foreign-language education across regions.