Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic
Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic
复制标题
DOI：
10.3390/su13020781
复制
发表时间：
2021-01-01
期刊：
影响因子：
3.9
通讯作者：
Cocorada, Elena
中科院分区：
文献类型：
--
作者：
Maican, Maria-Anca;Cocorada, Elena
在COVID-19疫情期间，高等教育阶段的在线外语学习是适应全球限制的一种方式。本文的目的是采用混合方法分析大流行期间大学生与在线外语学习相关的行为、情绪和感知及其相关因素。该研究使用了作者开发的外语享受（FLE）量表和工具，重点关注疫情期间在线外语学习的任务价值、自我感知外语水平、压力源和反应。一些结果，如焦虑和FLE之间的负相关，是在正常时期进行的研究中揭示的一致。其他的结果是新颖的，如保护作用的回顾性享受在尝试的时候或更高的水平的享受与低成就的学生。参考了学生在疫情期间对某些在线资源的偏好（例如，他们对在后COVID时期使用全部或部分在线外语教学的意见。定量研究的结果是由受访者在定性研究中的声音培育的。这些结果的后果进行了讨论，在网上环境中的师生关系和可持续的在线外语学习的影响。
During the COVID-19 pandemic, the online learning of foreign languages at higher education level has represented a way to adapt to the restrictions imposed worldwide. The aim of the present article is to analyse university students' behaviours, emotions and perceptions associated to online foreign language learning during the pandemic and their correlates by using a mixed approach. The research used the Foreign Language Enjoyment (FLE) scale and tools developed by the authors, focusing on task value, self-perceived foreign language proficiency, stressors and responses in online foreign language learning during the pandemic. Some of the results, such as the negative association between anxiety and FLE, are consistent with those revealed in studies conducted in normal times. Other results are novel, such as the protective role of retrospective enjoyment in trying times or the higher level of enjoyment with lower-achieving students. Reference is made to students' preferences for certain online resources during the pandemic (e.g., preference for PowerPoint presentations) and to their opinions regarding the use of entirely or partially online foreign language teaching in the post-COVID period. The quantitative results are fostered by the respondents' voices in the qualitative research. The consequences of these results are discussed with respect to the teacher-student relationship in the online environment and to the implications for sustainable online foreign language learning.