大、中学生使用智能手机辅助英语学习差异性研究
Research on Differences in the Use of Smartphones to Assist English Learning between College and Middle School Students
DOI: 10.12677/ML.2022.108245, PDF,  被引量    科研立项经费支持
作者: 陈芋含, 惠良虹, 高 媛, 郝伟乔:东北大学秦皇岛分校外国语言文化学院,河北 秦皇岛
关键词: 智能手机大学生中学生英语学习移动语言学习环境Smartphones College Students Middle School Students English Learning Mobile Language Learning Environment
摘要: 移动网络是新时代进行信息交流的重要平台。智能手机与英语学习有效融合发展,将为今后的教育发展和教学质量的提高创造条件。为深入探究信息化时代大、中学生使用智能手机辅助英语学习的差异,采用《使用智能手机辅助外语学习量表》对某市的大、中学生进行调研。基于探索性因子分析、独立样本T检验和单因素方差分析方法,归纳因子结构和分析各影响因素的差异,为智能化时代背景下的英语学习带来启示。
Abstract: Mobile Internet is an important platform for information exchange in the new era. The effective integration and development of smartphones and English learning will create conditions for fu-ture educational development and improvement of teaching quality. In order to deeply explore the differences in the use of smartphones to assist English learning between college and middle school students in the information age, the “Use of Smart Phones to Assist Foreign Language Learning Scale” was used to conduct a survey on college and middle school students in a city. Based on exploratory factor analysis, independent sample t-test and one-way ANOVA, this paper summarizes the factor structure and analyzes the differences of various influencing factors, which brings enlightenment to English learning in the context of the intelligent era.
文章引用:陈芋含, 惠良虹, 高媛, 郝伟乔. 大、中学生使用智能手机辅助英语学习差异性研究[J]. 现代语言学, 2022, 10(8): 1827-1833. https://doi.org/10.12677/ML.2022.108245

参考文献

[1] 惠良虹, 王勃然. 大学生数字原住民特征对在线英语学习投入的影响研究[J]. 外语界, 2022(1): 83-91.
[2] Purgina, M., Mozgovoy, M. and Blake, J. (2020) WordBricks: Mobile Technology and Visual Grammar Formalism for Gamification of Natural Language Grammar Acquisition. Journal of Educational Computing Research, 58, 126-159. [Google Scholar] [CrossRef
[3] 蔡晨. 移动环境下给养感知与英语学习投入的关系研究[J]. 外语界, 2021(6): 63-71.
[4] 陈真真. 智能手机辅助外语课堂教学中的学习投入研究[J]. 外语电化教学, 2019(3): 49-54.
[5] Şad, S.N., Özer, N., Yakar Ü. and Öztürk, F. (2020) Mobile or Hostile? Using Smartphones in Learning English as a Foreign Language. Computer Assisted Language Learning, 35, 1031-1057. [Google Scholar] [CrossRef
[6] Churchill, G. (1979) A Pradigm for Dveloping Btter Masures of Mrketing Cnstructs. Journal of Marketing Research, 16, 64-73. [Google Scholar] [CrossRef
[7] 惠良虹, 张莹, 李欣欣. 移动学习环境下大学生英语学习动机调控实证研究[J]. 外语教学, 2019(1): 59-65.
[8] Bromley, K. (2012) Using Smartphones to Supplement Classroom Reading. The Reading Teacher, 66, 340-344. [Google Scholar] [CrossRef
[9] Han, T. and Keskin, F. (2016) Using a Mobile Application (WhatsApp) to Reduce EFL Speaking Anxiety. GiST Education and Learning Research Journal, 29-50. [Google Scholar] [CrossRef
[10] Schwinger, M. and Otterpohl, N. (2017) Which One Works Best? Considering the Relative Importance of Motivational Regulation Strategies. Learning and Individual Differences, 53, 122-132. [Google Scholar] [CrossRef
[11] 惠良虹, 程赟, 李晓燕. 新媒体环境下大学生数字身份对外语学习的影响[J]. 外语教学理论与实践, 2020(2): 57-63.
[12] Wigfield, A. and Eccles, J.S. (2000) Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25, 68-81. [Google Scholar] [CrossRef] [PubMed]
[13] 杨宝琰, 万明钢. 父亲受教育程度和经济资本如何影响学业成绩——基于中介效应和调节效应的分析[J]. 北京大学教育评论, 2015, 13(2): 127-145+192. [Google Scholar] [CrossRef
[14] 罗楚亮, 刘晓霞. 教育扩张与教育的代际流动性[J]. 中国社会科学, 2018(2): 121-140+207.