A Survey on online English learning engagement of English majors
英语类专业学生在线英语学习投入度的调查研究

摘要

学习投入度是评价在线学习质量的一个重要指标，了解在线英语学习投入度现状及其影响因素很有必要。本研究以Fredricks的“认知-情感-行为”三维度模型为理论支撑，采用问卷调查的方法对英语类专业学生的在线英语学习投入度进行调查研究。所收集的数据用SPSS 25.0进行以下分析：1）英语类专业学生的在线英语学习投入度的现状；2）英语类专业学生的在线英语学习投入度的影响因素。研究结果表明：1）英语类专业学生的在线英语学习投入度趋于中等水平。2）英语类专业学生的在线英语学习投入度受到个人因素、教师教学因素、无关信息干扰、同伴影响及其他因素五类的影响。本研究为提高在线学习的参与度与持久性提供了有益的思路与启示，更为推动混合教学模式的深度融合与效能提升提供更具针对性的策略支持。

Abstract

Learning engagement is an important indicator to evaluate the quality of online learning. It is necessary to understand the status quo of online English learning engagement and its influencing factors. With the theoretical support of Fredricks’s “cognitive-emotion-behavior” three-dimensional model, this study adopts the method of questionnaire survey to investigate the online English learning engagement of English majors. The collected data were analyzed by SPSS 25.0, as follows: 1) the status quo of online English learning engagement of English majors; 2) In the process of online English learning for English majors, what factors affect students’ online learning engagement. The results showed that: 1) The online English learning engagement of English majors intended to be at a medium level. 2) The online English learning engagement of English majors was influenced by five categories of factors: personal factors, teaching factors of teachers, interference from irrelevant information, peer influence, and other factors. This study offered beneficial ideas and inspirations on how to enhance their participation and persistence in online learning, and provided targeted strategic support for promoting the deep integration and efficiency improvement of the blended teaching model.