混合式教学中任务类型对外语学习者投入的影响
Impact of Types of Task on EFL Learners’ Engagement in Blended Learning
DOI: 10.12677/AE.2023.13121567, PDF,   
作者: 李 川, 展素贤：天津科技大学外国语学院，天津
关键词: 混合式教学；学习投入；任务类型；外语学习；Blended Learning； Learning Engagement； Task Type； EFL
摘要: “互联网 + 教育”新业态发展促进了混合式教学模式在国内外高校教育中广泛应用。学习投入指学习者在学习中的积极状态，是学习过程与学习成就的重要观测指标。本文基于学习者视角，对五位英语专业大学生进行半结构式访谈，探索学生在四种不同类型任务中行为、情感、认知、社会四个维度学习投入的情况，进而分析任务类型对学习者投入所产生的影响。研究发现，当任务教学目标认知需求较高时，学生各维度学习投入较好，其中情感投入、认知投入和社会投入差异最明显；当完成任务环境条件为线上时，且认知需求较低时，学生行为投入与社会投入较低。研究结论丰富了我国外语学习投入的实证研究，为高校英语教师设计混合式教学任务提供了建议。
Abstract: The development of “Internet plus education” promotes the wide implement of blended learning in universities at home and abroad. Learning engagement refers to the positive state of learners in learning and is one key predictor of learners’ learning process academic achievement. From the perspective of learners, this article adopts the case study method and conducted semi-structured interviews with five English majored students, exploring how students engage in different types of tasks from behavioral, cognitive, emotional and social dimensions to analyze how task types influ-ence learners’ learning engagement. It’s found that students have a better overall engagement in the task with a higher cognitive objectives and the difference mainly lies in the behavioral, cognitive and emotional engagement. Students have lower behavioral and social engagement in tasks with off-line condition and with low cognitive requirement. The result may enrich demonstration of do-mestic learning engagement research in EFL and offer suggestion about task designing in blended learning to university EFL teachers.
文章引用：李川, 展素贤. 混合式教学中任务类型对外语学习者投入的影响[J]. 教育进展, 2023, 13(12): 10148-10155. https://doi.org/10.12677/AE.2023.13121567

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