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首页> 外文期刊>Computers & education >Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading
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Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading

机译：面向目标的主动学习（目标）系统，以促进阅读参与，自我导向的学习行为，以及广泛阅读的动机

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Self-directed learning (SDL) ability, its usefulness in higher education, and life-long learning have been highlighted in previous literature. However, understanding the effects of SDL ability in the school settings, specifically how it affects learners' affective and behavioral outcomes, remains missing and calls for further investigation. Given this research gap, this study developed a goaloriented active learning system, GOAL, to support students' SDL and investigated how students' perceptions of SDL ability affect their reading engagement, SDL behavior, and motivation for extensive reading. The results showed that the high SDL ability students demonstrated significantly more reading engagement, SDL behaviors, motivation and autonomy for extensive reading than those with low SDL ability. These findings suggested that an SDL support environment could be exploited as a useful tool to support foreign language learning in the schools; however, the affective and behavioral outcomes created by the environment were affected to varying degrees by the levels of students' SDL ability. The study provided implications for researchers studying extensive reading and SDL environments, as well as for educators seeking to improve extensive reading with SDL strategy usage.
机译：自我导向学习（SDL）能力，其在高等教育中的有用性以及先前的文学中突出了终身学习。但是，了解学校环境中SDL能力的影响，特别是如何影响学习者的情感和行为结果，仍然缺失并要求进一步调查。鉴于这项研究差距，这项研究开发了一个守则的主动学习系统，目标，支持学生的SDL并调查学生对SDL能力的看法如何影响他们的阅读参与，SDL行为以及广泛阅读的动机。结果表明，高级SDL能力学生的读取参与，SDL行为，激励和自主性比具有低SDL能力的人的读数更大。这些调查结果表明，SDL支持环境可以被利用为支持学校外语学习的有用工具;然而，由于学生SDL能力的水平，环境产生的情感和行为结果受到不同程度的影响。该研究为研究广泛阅读和SDL环境的研究人员提供了影响，以及寻求通过SDL策略使用提高广泛阅读的教育者。

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