摘要
本研究基于自我调控学习理论，探讨混合式教学环境下学习者英语学习投入的影响因素，以某理工大学523名非英语专业本科生和研究生为研究对象，采用问卷调查、访谈和结构方程模型等方法，分析学习者对混合式教学的偏好、自我效能感和动机调控对英语学习投入的影响路径。研究发现，学习者对混合式教学的偏好与英语学习投入呈显著正相关，自我效能感高的学生在英语学习投入上显著优于自我效能感低的学生，动机调控是影响英语学习投入的重要变量。本研究揭示了混合式教学环境下自我效能感、动机调控对英语学习投入影响的内在机制，并从提升自我效能感、增强动机调控策略应用、优化混合式教学环境等方面提出建议，以期为混合式教学环境下学习者的英语学习投入的提高提供理论依据和实践指导。
关键词： 混合式教学环境；英语学习投入；自我效能感；动机调控；自我调控学习理论
Abstract
This study is based on the theory of self-regulated learning and explores the factors influencing learners' engagement in English learning within a blended teaching environment. The research targets 523 non-English majors at Shenyang University of Chemical Technology. Using methods such as questionnaire, semi-structured interviews, and structural equation modeling, the study analyzes learners’ preferences for blended instruction, self-efficacy, and motivation regulation to evaluate their impact on English learning engagement. The findings indicate a significant positive correlation between learners' preferences for blended instruction and their English learning engagement. Students with high self-efficacy exhibit significantly higher levels of engagement in English learning compared to those with low self-efficacy. Additionally, motivation regulation is identified as an important variable affecting English learning engagement. This research reveals the underlying mechanisms by which self-efficacy and motivation regulation impact English learning engagement in a blended teaching environment. It also offers recommendations aimed at enhancing self-efficacy, strengthening motivation regulation strategies, and optimizing blended teaching environments. The goal is to provide a theoretical basis and practical guidance for improving learners' engagement in English learning within this context.
Key words： Blended Teaching Environment; English Learning Engagement; Self-Efficacy; Motivation Regulation; Theory of Self-Regulated
参考文献 References
[1] 任庆梅.混合式教学环境下动机调控对大学英语课堂学习投入的影响研究[J].外语电化教学, 2021(01): 44-50+60+7.
[2] 黎宇珍,贾积有,蒋学清.国内大学英语混合式教学研究述评与展望(2001—2021)[J].外语电化教学,2022(03):58-63+111.
[3] 徐鹰,袁洁,黄梦佳,等. 线上线下混合教学模式下大学生英语学习投入研究 [J]. 当代外语研究, 2025, (01): 84-95.
[4] 黎明,戚献,张露蓓. 大学生混合式学术英语学习投入度发展轨迹研究 [J]. 外语电化教学, 2024, (05): 60-68+113.
[5] Finn J D, Zimmer K S. Student engagement: What is it? Why does it matter?[M]. Handbook of research on student engagement. Springer, Boston, MA, 2012: 97-131.
[6] Bandura A. Social foundations of thought and action: A social cognitive theory[M]. Englewood Cliffs, NJ: Prentice-Hall, 1986.
[7] Zimmerman, B. A social cognitive view of self-regulated academic learning[J]. Journal of Educational Psychology, 1989, 81, 329-339
[8] Bandura A. Self-efficacy.: toward a unifying theory of behavioral change.[J] . Psychological review. 1977(2)
[9] Schunk D.H. Self-efficacy and academic motivation[J]. Educational Psychologist, 1991, 26(3-4): 207-231.
[10] Wolters, C. A. Regulation of motivation: Evaluating an under emphasized aspect of self-regulated learning[J]. Educational Psychologist, 2003(4).
[11] Phung, L. Task preference, affective response, and engagement in L2 use in a US university context[J]. Language Teaching Research, 2017, 21 (6): 751-766.
[12] 李琳璐. 国内外大学生学习性投入研究综述——基于CiteSpace的文献计量可视化分析[J]. 中国人民大学教育学刊, 2021(02): 136-159.
[13] Pintrich, P. R. The role of motivation in promoting and sustaining self-regulated learning[J]. International journal of educational research, 1999, 31(6): 459-470.
[14] 贾同,顾小清. 基于多元评价的混合式协作学习效果实证分析 [J]. 中国远程教育, 2024, 44 (05): 86-96.