The impact of blended learning-based scaffolding techniques on learners' self-efficacy and willingness to communicate
The impact of blended learning-based scaffolding techniques on learners' self-efficacy and willingness to communicate
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DOI：
10.30827/portalin.vi40.27061
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发表时间：
2023-06-01
期刊：
影响因子：
1.2
通讯作者：
Ortega-Martin, Jose Luis
中科院分区：
文献类型：
--
作者：
Guo, Yunxian;Wang, Yongliang;Ortega-Martin, Jose Luis
激励学习者进行有效的交际是语言教育的基本问题之一。因此，二语学习者表现出交际意愿(WTC)的教育环境是成功学习的必要条件。关于WTC的另一个值得研究的概念是社会认知理论中的学生自我效能感。此外，为了提高学习质量，英语作为外语(EFL)的学生应该得到有效的支持，包括激励他们在混合学习(BL)环境中建立知识的脚手架。为了考察基于BL型支架技术对学生自我效能感和WTC的影响，本研究采用准实验设计，将232名受试者分配到实验组和控制组，其中包括中级和高级学习者。随后发放自我效能感问卷和WTC问卷作为前测。两个单因素方差检验的统计结果表明，语言水平和治疗类型都是疗效得分的显著调节变量。实验组的成绩优于控制组，高级学习者的成绩优于中级学习者。此外，研究结果还表明，虽然语言水平并不影响WTC得分，但治疗类型对WTC得分有显著的调节作用。
Motivating learners to engage in effective communication is one of the fundamental concerns of language education. Accordingly, an educational context where L2 learners display a willingness to communicate (WTC) is a requirement for successful learning. A further concept that should be studied regarding WTC is students' self-efficacy from the socio-cognitive theory. Moreover, to boost the quality of learning, English as a Foreign Language (EFL) students should receive effective support, including scaffolding that motivates them to build up their knowledge in Blended Learning (BL) settings. To examine BL-based scaffolding techniques on students' self-efficacy and WTC, this quasi-experimental design involving 232 participants were assigned to the experimental and the control groups including both intermediate and advanced learners. Subsequently, the self-efficacy questionnaire, and WTC questionnaires were distributed among them as a pretest. The statistical results of Two two-way ANCOVA tests showed that both language proficiency and the treatment type are the significant moderators of the efficacy scores. The experimental group outperformed the control group and the advanced learners outperformed the intermediate ones. In addition, the results indicated that while language proficiency did not moderate the WTC scores, the treatment type was the significant moderator of the WTC scores.