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首页> 外文期刊>ReCall >Mobile-technology-induced learning strategies: Chinese university EFL students learning English in an emerging context
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Mobile-technology-induced learning strategies: Chinese university EFL students learning English in an emerging context

机译：移动技术诱导的学习策略：中华大学EFL学生在新兴的背景下学习英语

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摘要

This article reports on findings regarding the learning strategies used by a group of Chinese English as a foreign language (EFL) learners in a mobile-technology-assisted environment. The research design is a context-specific case study using Dornyei's (2005) categories of learning strategies as the conceptual and analytical framework to guide data collection and analysis. Both quantitative and qualitative data were collected through a questionnaire from a sample of 75 Chinese EFL learners and a small-scale follow-up interview of five participants who completed the questionnaire. Data showed that a mobile-technology-assisted environment effected changes in Chinese EFL learners' ways of adopting a particular set of learning strategies, which differed in type and frequency from those typical of a teacher-led and examination-oriented language classroom. Metacognitive and commitment control strategies were most frequently used by the respondents in this study. The frequency of student use of metacognitive strategies moved ahead of commitment and environmental control strategies. Satiation and emotion control strategies, rarely used by Chinese students in a teacher-fronted language classroom, were also observable. These findings have implications for the understanding and designing of mobile-technology-assisted learning for EFL learners to develop appropriate strategies for autonomous learning.
机译：本文报告了关于一群中国英语作为外语（EFL）学习者在移动技术辅助环境中使用的研究策略的调查结果。研究设计是使用Dornyei（2005）类别的学习策略类别的上下文专用案例研究，作为指导数据收集和分析的概念和分析框架。通过从75名中国EFL学习者的样本和完成调查问卷的五名参与者的小规模后续采访，通过调查问卷来收集量化和定性数据。数据显示，移动技术辅助环境对中国EFL学员的改变改变了采用特定的学习策略的方法，这些策略与典型的教师主导和考试型语言教室的类型和频率不同。在本研究中受访者最常使用元认知和承诺控制策略。学生使用元认知策略的频率在承诺和环境控制策略之前移动。饱满和情感控制策略，很少被中国学生在教师前面的语言教室中使用，也是可观察的。这些调查结果对efl学习者的移动技术辅助学习的理解和设计有影响，以制定适当的自主学习策略。

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