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The roles of learning motivation and anxiety in tutorial-CALL: A structural equation modeling analysis
编号：269 访问权限：仅限参会人 更新：2020-08-14 12:06:34 浏览：155次

报告开始：暂无开始时间（12）

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摘要
  • language cognition theory recommended that the social environment, learner emotions and motivation play a key role in language achievements and outcomes. This study mainly examined the relationship between environment, emotions (anxiety), motivation and learning outcomes. SEMs were utilized in factors analysis as a flexible class of models for multivariate correlated factors including student anxiety, circumstance changing anxiety and language learning motivation to assess the effectiveness and interaction of language learning achievements in tutorial-CALL teaching method. 300 students in one China university were randomly chosen as research participants. Confirmatory factor analyses and internal consistency reliabilities were satisfactory in all questionnaires. Anxiety and social circumstance changing were confirmed by statistical results. The structural equation method for learner anxiety and learner motivation had an acceptable fit. According to analysis results, it was found that the environmental circumstance and learning motivation have a positive correlation with language achievements. Furthermore, another finding was that improvements in learner emotion has a positive effect on sustainable and effective language outcomes. The results support previous work and emphasize that moderate anxiety and positive learning motivation should be taken into account clearly to evaluate language outcomes.
关键词
learning motivation; anxiety; tutorial-CALL; structural equation model
报告人
胡 文婷
教师 北京工业大学

张 蕾
教师 北京工业大学

稿件作者
文婷 胡 北京工业大学
张 蕾 北京工业大学
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重要日期

  • 会议日期

    10月16日

    2020

    至

    10月18日

    2020

  • 09月05日 2020

    报告提交截止日期

  • 10月08日 2020

    摘要截稿日期

  • 10月08日 2020

    摘要录用通知日期

  • 10月14日 2020

    初稿截稿日期

  • 10月14日 2020

    初稿录用通知日期

  • 10月18日 2020

    注册截止日期

主办单位
中国英汉语比较研究会英语教学研究分会
承办单位
北京师范大学
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