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首页> 外文期刊>Frontiers in Psychology >Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes
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Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

机译：技术辅助自我监管的英语学习：英语语言自我效能，英语享受和学习成果的关联

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摘要

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.
机译：本研究调查了中国大学生的技术辅助自我监管学习（SRL）策略以及基于技术的SRL策略是否介入了英语语言自我效力，英语享受和学习成果之间的协会。从中国大陆的525名本科学生收集数据，通过三个自我报告调查问卷和英语能力测试的表现。虽然学生报告了整体中等水平的SRL策略，但他们报告了高水平的基于技术的词汇学习策略。在基于技术的SRL策略和学生的英语学习结果之间使用了统计上显着的积极关系。英语语言自我效能和英语语言享受都与基于技术的SRL策略相关。此外，SRL策略完全介入了英语享受和英语学习成果之间的关系，但英语享有和SRL策略之间的协会仅部分地通过英语语言自我效能调解。本研究的表明，研究结果表明，旨在促进学生促进现代教育技术的培训和指导，需要注意他们在优化其技术使用的效果方面，促进他们对学习目标语言的有效性的战略意识。

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