SPOC混合教学模式下高校外语课程学习焦虑研究

摘要/Abstract

摘要：

SPOC混合教学模式融合互联网技术与信息化手段,影响并改变着传统课堂教学,渐趋成为我国高校外语教学改革主流模式,为大学外语教学注入了新活力。SPOC混合教学模式下外语课程学习焦虑研究是推动SPOC教学模式发展的重要视角,但尚未得到充分关注。本研究以大学英语课堂为依托,采用对比实验的方法,深入探讨传统教学模式与SPOC混合教学模式下大学生外语学习焦虑的现状与差异。研究发现,相较于传统教学模式,SPOC混合教学模式下学生外语学习总体焦虑程度较低,但学业焦虑程度较高;女生在SPOC混合教学模式下的外语学习焦虑程度高于男生,且课堂焦虑程度显著高于男生。本文基于研究结果提出SPOC混合教学模式改革建议,将为优化外语混合式教学模式,推动现代信息技术和外语教学深度融合提供参考与启示。

关键词:SPOC混合教学模式,外语教育,学习焦虑

Abstract:

Integrating Internet technology into classroom teaching, SPOC blended course has greatly transformed traditional teaching mode and has become the mainstream of English teaching mode in higher education of China. As a key affective factor in regard to language learners' adaptation to different teaching modes, learning anxiety deserves wide attention and research, yet there are only a few empirical studies that place it in the SPOC blended course. This study investigated college students' foreign language learning anxiety under the context of SPOC blended course in comparison with the traditional mode. The findings showed that compared to students in traditional language classrooms, students in SPOC blended courses reported lower anxiety in general, but significant higher anxiety in academic performance. With regard to differences in gender in SPOC blended course, girls' general anxiety was higher than that of boys, and girls showed significantly higher classroom anxiety. Aimed at providing reference for deeper integration of modern information technology and foreign language teaching, this study ends with practical suggestions on reforming SPOC blended foreign language courses in higher education.

Key words:SPOC blended course,foreign language education,learning anxiety

中图分类号:

H319.1

战双鹃, 许文丽. SPOC混合教学模式下高校外语课程学习焦虑研究[J]. 当代外语研究, 2023, 23(6): 118-126.

ZHAN Shuangjuan, XU Wenli. Foreign Language Learning Anxiety in SPOC Blended Courses[J]. Contemporary Foreign Languages Studies, 2023, 23(6): 118-126.

图/表4

维度	教学模式	N	均值	标准差	t	p
交流焦虑	SPOC模式	309	3.576	0.895	-4.331	0.000
	传统模式	218	3.882	0.724
课堂焦虑	SPOC模式	309	3.217	0.913	-3.365	0.001
	传统模式	218	3.457	0.718
总体	SPOC模式	309	50.107	10.454	-2.376	0.018
	传统模式	218	52.096	8.703

表1

维度	教学模式	N	均值	标准差	t	p
学业焦虑	SPOC模式	309	3.579	0.803	2.136	0.033
	传统模式	218	3.420	0.897

表2

维度	性别	N	均值	标准差	t	p
交流焦虑	女	80	3.946	0.755	0.987	0.325
	男	138	3.845	0.706
学业焦虑	女	80	3.373	0.961	-0.586	0.558
	男	138	3.447	0.860
课堂焦虑	女	80	3.420	0.726	-0.576	0.565
	男	138	3.478	0.716
总体	女	80	52.388	9.851	0.355	0.723
	男	138	51.928	7.996

表3

维度	性别	N	均值	标准差	t	p
交流焦虑	女	132	3.719	0.730	2.565	0.11
	男	177	3.469	0.989
学业焦虑	女	132	3.642	0.757	1.183	0.238
	男	177	3.533	0.834
课堂焦虑	女	132	3.447	0.802	3.905	0.000
	男	177	3.046	0.954
总体	女	132	51.712	9.912	2.420	0.016
	男	177	48.909	11.224

表4

参考文献15

[1]	Alpert R. & R. N. Haber. 1960. Anxiety in academic achievement situations[J].The Journal of Abnormal and Social Psychology61(2): 207-215. doi:10.1037/h0045464 URL
[2]	Brown H. D. 1973. Affective variables in second language acquisition[J].Language Learning23(2): 231-244. doi:10.1111/lang.1973.23.issue-2 URL
[3]	Du X. 2019.The Revalidation of the Foreign Language Classroom Anxiety Scale(FLCAS)[C]. 2nd International Conference on Humanities Education and Social Sciences (ICHESS 2019). Atlantis Press: 626-631.
[4]	Horwitz E. K., M. B. Horwitz, & J. Cope. 1986. Foreign language classroom anxiety[J].The Modern Language Journal70(2): 125-132. doi:10.1111/modl.1986.70.issue-2 URL
[5]	MacIntyre P. D. & R. C. Gardner. 1994. The subtle effects of language anxiety on cognitive processing in the second language[J].Language Learning44(2): 283-305. doi:10.1111/lang.1994.44.issue-2 URL
[6]	Resnik P., J. M. Dewaele, & E. Knechtelsdorfer, 2023. Differences in the Intensity and the Nature of Foreign Language Anxiety in In-person and Online EFL Classes during the Pandemic: A Mixed-Methods Study[J].TESOL Quarterly57(2): 618-642. doi:10.1002/tesq.v57.2 URL
[7]	Russell V. 2020. Language anxiety and the online learner[J].Foreign Language Annals53(2): 338-352. doi:10.1111/flan.v53.2 URL
[8]	Yaniafari R. P. & A. A. Rihardini. 2021. Face-to-face or online speaking practice: A comparison of students' foreign language classroom anxiety level[J].JEELS(Journal of English Education and Linguistics Studies) 8(1): 49-67. doi:10.30762/jeels.v8i1.3058 URL
[9]	贺斌、曹阳. 2015. SPOC:基于MOOC的教学流程创新[J]. 中国电化教育 (3):22-29.
[10]	黄慧、熊琴. 2016. 基于“后方法”理论视角的SPOC外语教学模式探究[J]. 外语电化教学(4):26-31.
[11]	康叶钦. 2014. 在线教育的“后MOOC时代”——SPOC解析[J]. 清华大学教育研究(1):85-93.
[12]	孟亚茹、钱希、岳真. 2021. 通用学术英语混合式教学活动系统的评估模型构建[J]. 外语界(4):27-34,70.
[13]	施渝、徐锦芬. 2013. 国内外外语焦虑研究四十年——基于29种SSCI期刊与12种CSSCI期刊40(1972-2011)论文的统计与分析[J]. 外语与外语教学(1):60-65.
[14]	徐碧波、李添、石希. 2017. MOOC、翻转课堂和SPOC的学习动机分析及其教育启示[J]. 中国电化教育(9):47-52,61.
[15]	徐锦芬. 2020. 外语教育研究新趋势:积极心理学视角[J]. 英语研究(2):155-164.