基于移动平台的大学生英语学习动机调控策略研究

1、基于移动设备的大学生英语学习动机调控策略研究A Study on Motivational Regulation Strategy of College Students English Learning Based on Mobile DeviceAbstractAccompanying the prevalence of the Internet and the rapid replacement of mobile devices, learning English with mobile devices is growing in popularity among college st

2、udents. Motivation, as the driving force in the language learning, is an important factor that has a great effect on English learning. However, when the learning task is too stressful or other interference occurs, the learner will inevitably fall into the predicament of learning slackness. How to us

3、e appropriate strategies to regulate their motivation and focus on English learning? These questions deserve greater attention of English learners and teachers.The study of motivation for second language learning started in the late 1950s. Gardner and Lambert transformed the long-term study of mothe

4、r tongue acquisition in motivation and established the theory of second language learning motivation. Meanwhile, in China, the number of domestic researches on the language motivation and strategies of second language learning motivational regulation has gradually increased from 2001, as a result of

5、 the improving status of English disciplines and the diversified development of students learning method. From the initial theoretical introduction to empirical research, the research content is becoming increasingly diversified and comprehensive. Nevertheless, the research on college students Engli

6、sh learning motivational regulation strategy based on mobile devices is still in its infancy. Therefore, this study attempts to answer the following three questions: (1) What strategies do Chinese college students use to regulate their motivation in English learning based on mobile devices?(2) To wh

7、at extent do the college students apply motivational regulation strategies based on mobile devicesto their English learning?(3) Are there any differences in the use of motivational regulation strategy in variables like students major, gender, grade and academic performance?This study consists of thr

8、ee parts. The first part explores the related theories of “second language motivation”, “motivational regulation” and “motivational regulation strategies”. The second part combines first-hand survey data as well as the discussion with the team, analyzes the types of current college students English

9、learning motivational regulation strategies based on mobile devices and compiles questionnaires. The third part uses SPSS for data analysis and presents the use of college students English learning motivational regulation strategies based on mobile devices.In the first part, the background and the s

10、ignificance of the research are presented. Meanwhile, related concepts such as “the second language motivation”, “motivational regulation” and “motivational regulation strategy” are elaborated along with the summary of the relevant researches both at home and abroad. This chapter provides the theore

11、tical basis for the whole study. In the second part, according to the results of interviews and open questionnaires, the team analyzed and classified the college students English learning motivational regulation strategies. After formulating and forecasting the first version of “Questionnaires for C

12、ollege Students English Learning Motivational Regulation Strategies Based on Mobile Devices”, the formal questionnaire for this study was finalized based on the results of the first prediction and review of several college English teachers. The questionnaire was distributed through the website of an

13、d 358 college students were randomly surveyed. In the third part, the author used SPSS to conduct an exploratory factor analysis of the data to explore the types of college students English learning motivational regulation strategies. At the same time, a descriptive statistical analysis of the use o

14、f motivational control strategies was applied. Finally, the characteristics of students of different genders, majors, grades and academic achievements in the use of motivational regulation strategies were explored through independent sample T tests and One-way ANOVA analysis of variance.Through rese

15、arch, the main findings of this study are as follows: (1) College students use a variety of strategies to regulate their motivations when learning English with mobile devices, including Mastery Self-talk, Self-consequating, Peer-assisted, Interest Enhancement, Devices Control and App-assisted. (2) D

16、ifferent from the strategies mentioned in previous studies, college students are more inclined to use online social method and APP to regulate their motivation when learning with mobile devices. (3) The overall use of motivational regulation strategies is unsatisfactory. College students seldom regu

17、late their motivation with strategy. (4) Through One-way ANOVA analysis, it is found that gender, grade and major differences have no effect on the use of motivational regulation strategy in the study which is unexpected. (5) The use of motivational regulation strategies by English learners with hig

18、h academic scores is generally better than those with low academic scores.In essence, this paper provides some suggestions to both college students and English teachers. For college students, it is of great significance to be aware of the importance of motivational regulation strategy and endeavor t

19、o use various motivational regulation strategies to regulate their motivation in order to achieve a more ideal language level. On the other hand, for English teachers, it is unwise to only concentrate on textbook or grammar teaching in the class. Training of how to use motivational regulation strate

20、gy should also be provided in order to help students promote their learning motivation and autonomous learning ability.This paper is only a study of current college students English learning motivational regulation strategy based on mobile devices. Due to the limitation of online questionnaires and

21、the number of participants, there are certain limitations in this study and it indeed requires further in-depth investigation and verification in the future. Finally, it is expected that this study might provide a new perspective on the research of motivational regulation strategy and be beneficial

22、to college students English learning in the future.Key words: motivational regulation, English learning, motivational regulation strategy, mobile devicesIX摘 要随着互联网的发展与移动设备的快速更新换代,越来越多的大学生选择使用移动设备进行英语学习。在语言学习过程中,动机是影响语言学习效果的重要因素,是学习过程中必不可少的驱动力。然而,当学习任务繁重或出现其他干扰时,学习者难免陷入学习懈怠的困境,如何使用恰当的策略进行动机调控,保持高效的学习

23、状态,值得引起学习者们和英语教师的重视。二语学习动机研究始于20世纪50年代末,Gardner和Lambert打破了语言学习动机研究长久以来针对母语习得的探讨,创立了二语学习动机理论。在我国,随着英语学科地位的提升、学生们学习方式的多样性发展,从2001年至今,国内对于二语学习动机和动机调控策略的研究数量呈逐步上升趋势。研究内容不断变化,由最初的理论介绍到实证研究,趋向多样化与全面化发展,但对于基于移动设备的大学生英语学习动机调控策略的研究尚处于起步阶段。因此,本文主要尝试回答以下三个问题： 1. 基于移动设备的大学生英语学习动机调控策略有哪些？2. 基于移动设备的大学生英语学习动机调控策略的

24、使用情况如何？3. 基于移动设备的大学生英语学习动机调控策略在学生的专业、性别、年级和学业成绩等变量上的使用异同是什么？本文主要围绕三大部分展开: 第一部分探讨“动机调控”及“动机调控策略”的相关理论。第二部分结合一手调查资料，与团队讨论分析目前基于移动设备的大学生英语学习调控策略的类型，编制问卷。第三部分使用SPSS进行数据分析，呈现基于移动设备的大学生英语学习动机调控策略使用情况。在第一部分中,本文首先阐明了研究的背景目的和意义,阐述了“动机”、“二语学习动机”、“动机调控”等相关概念,并对国内外现有的相关研究进行综述,为本研究提供理论基础。在第二部分中,团队针对访谈与开放式问卷调查的结果

25、，对大学生英语学习动机调控策略进行初步分析与归类，制定了初始“基于移动平台的大学生英语学习动机调控策略问卷”并进行预测。根据初始问卷预测结果和几名大学教师的审阅意见，最终确定了本研究的正式问卷。问卷通过问卷星网站发放,对358名大学生进行随机调查。在第三部分中，使用SPSS对动机调控策略进行探索性因子分析，探索大学生英语学习动机调控策略使用类型。同时，对动机调控策略的使用情况进行了描述性统计分析，并通过独立样本T检验和单因素方差分析探索不同性别、专业、年级和学业成绩学生在动机调控策略使用上的特征。通过调查研究,本文主要有以下几点发现：（1）在使用移动设备进行英语学习时,大学生使用的学习动机调控

26、策略分别是掌握目标唤起策略,自我奖励策略,同伴互助策略,兴趣提升策略,设备控制策略和软件协助策略。（2）与以往研究中提到的策略有所不同的是,在使用移动设备进行英语学习时,大学生更倾向于利用网络社交手段和软件辅助进行动机调控。（3）学习者动机调控策略使用情况不理想,使用频率偏低。（4）通过对动机调控策略的使用情况进行差异性分析发现,基于移动平台的大学生英语学习动机调控策略的使用情况在学生性别、年级、专业方面差异不明显。（5）学业成绩高分的英语学习者的动机调控策略使用普遍优于学业成绩低分的学习者。针对以上发现,本文从学习者和英语教师两个角度提出一些建议。作为英语学习者，应该意识到学习动机调控策略的

27、重要性,并且尝试着在学习过程中应用各种动机调控策略,从而达到理想的学习效果；作为英语教师,在教学过程中不应该只局限于知识点的传授,应该对学生进行有针对性的动机调控策略引导,激发学生的学习动机,促进学生自主学习能力的提高。本研究仅是针对目前基于移动平台的大学生英语学习动机调控策略的调查,由于问卷的线上发放形式和受试者数量的限制,存在一定的局限性,需要将来进一步的深入调查和验证,但依然希望能为促进大学生英语学习动机调控策略的使用及未来相关研究提供新视角。关键词：动机调控；英语学习；动机调控策略；移动设备ContentsAbstractI摘 要IVChapter One Introduction11

28、.1 Research Background11.2 Research Significance21.3 Outline of the Study3Chapter Two Literature Review52.1 Second Language Motivation5 2.1.1 Conceptualization of Second Language Motivation52.1.2 Development of Second Language Motivation62.1.2 Studies on Second Language Motivation82.2 Motivational R

29、egulation102.3 Motivational Regulation Strategy112.3.1 Conceptualization of Motivational Regulation Strategy112.3.2 Studies on Motivational Regulation Strategy122.4 Mobile Devices17Chapter Three Research Methodology193.1 Research Question and Method193.1.1 Research Questions193.1.2 Research Methods2

30、03.2 Participants213.3 Research Design223.3.1 Interview223.3.2 Questionnaire233.4 Data Analysis26Chapter Four Results and Analysis284.1 Results of Exploratory Factor Analysis284.2 Analysis of the Use of Motivational Regulation Strategy324.3 Differences in the Use of Motivational Regulation Strategy3

31、4Chapter Five Conclusion385.1 Major Findings385.2 Implications405.3 Limitations41References42Appendix I47Appendix II49作者简介50Acknowledgments51Chapter One IntroductionChapter One IntroductionMotivation is often regarded as an essential factor in English learning. It provides the driving force to susta

32、in the long and often tedious learning process. To achieve excellent language performance, students always choose some strategies to regulate their motivation. Since several scholars have done relevant researches on the regulation of motivation, this study was designed to explore motivational regula

33、tion of Chinese college students based on mobile devices. Repeated interviews and measures of the validity and reliability of the questionnaire were taken. The findings reveal the positive effects of motivational regulation and effective regulatory strategies for Chinese college students learning En

34、glish by using mobile devices. It is expected that this study will provide a new perspective for understanding the individual differences in English learning and make a contribution to college students English learning improvement.1.1 Research BackgroundThe study of motivation for second language le

35、arning started in the late 1950s. Gardner and Lambert transformed the long-term study of the motivation on mother tongue acquisition and established the theory of motivation for second language learning. In China, research on the motivation of second language learning has continued to bloom since th

36、e beginning of this century, especially with the improvement of the status of English and the diversity of students learning methods. The number of domestic studies on the motivation of second language learning has gradually increased in 2001. The research content is increasingly diversified and com

37、prehensive and has been continuously changing from the theoretical introduction to empirical research.In addition to a growing body of English learner, the booming development of technology has made English learning more and more prevalent without the restrictions of time and space. Learning English

38、 has become more open, flexible and personal (Tong Qiuhua, 2014). The development of mobile terminals such as microcomputers, smartphones, and PADs allows learners to obtain the required information or knowledge anytime, anywhere (Miao Ning, 2016) , quickly and conveniently. Many online resources or

39、 application programs (APPs) like WeChat, a free application that can provide instant messaging services and send voice messages, videos, pictures, and text rapidly, show great potential in the field of online learning, especially language learning. Therefore, college students English learning activ

40、ities based on mobile devices have begun to attract the attention and discussion of scholars and become a new research hotspot these years.1.2 Research Significance With the rapid development of globalization, English, as a worldwide-used language, plays a significant role in the communication of al

41、l areas of social development.Namely, English learning has a profound impact on the future development of college students. Models of self-regulated learning emphasize that the learning results are more effective when students take a purposeful role in their own learning (Pintrich, 2000; Schunk, 200

42、1; Zimmerman, 2000). Consequently, meaning of this study on the College students English learning motivational regulation strategy based on mobile devices is considered from the theoretical and practical aspects. Theoretically, this study would provide a new research view of motivational regulation

43、strategies. There are many different types of researches of motivation that views learners as active constructive participants in the learning process. Nevertheless, there is a lack of systematic empirical research on motivation regulation in the field of foreign language learning. Therefore, we are

44、 not familiar with whether or how foreign-language learners regulate their motivations. On the other hand, mobile learning researches in China currently are mainly based on theoretical discussion and technology development while research from the perspective of learners has not been carried out in l

45、arge numbers. Wang Youmai (2013: 49-55) proposed that “the current mobile learning researches require transforming from technology to learning”. Therefore, to adapt to updated development trend, this study attempts to conduct an empirical exploration of the Chinese college students English learning

46、motivational regulation strategy from the perspective of learners, expanding the perspective of mobile learning research, and enriching the empirical data of mobile learning. Practically, understanding how Chinese college students regulate their English learning motivation and what factors influence

47、 their motivational regulation has a positive effect on the research of English learning. It can be seen that the majority of studies now have mainly explored the motivational regulation with the traditional learning base instead of mobile devices. However, it should not be ignored that English lear

48、ning is more than different now from traditional learning with the rapid development of high technology. Learners are more active in scatter moments, in different learning contacts, in different learning formats and with different learning technologies (Tabuenca B., Katz M., Drachsler H., Specht M.,

49、 2015). This study on college students English learning motivational regulation strategy based on mobile devices will help people better understand the regulatory strategy used by college students currently. Additionally, it will provide a new perspective to understand the individual differences in

50、Chinese college students English learning based on mobile devices and improve the efficiency of teaching English.1.3 Outline of the StudyThis paper consists of five chapters to explore the motivational regulation strategy of Chinese college students English learning based on mobile devices.Chapter o

51、ne is an introduction including the background, significance and outline of the study. It introduces the brief situation of college students English learning presently and the importance of college students English learning motivational regulation strategy based on mobile devices.Chapter two is the

52、literature review with four parts, second language motivation, motivational regulation, motivational regulation strategies, and the definition of mobile devices. In this part, related theories and relevant researches abroad and at home were introduced. This chapter provides a theoretical basis for t

53、he study.Chapter three shows the detailed steps of the study. In this part, according to the results of interviews and open questionnaires, the team analyzed and classified the college students English learning motivational regulation strategies. After formulating and forecasting the first version o

54、f “Questionnaires for College Students English Learning Motivational Regulation Strategies Based on Mobile Devices”, the formal questionnaire for this study was issued based on the results of the first prediction and review of several college English teachers. Finally, the questionnaire was given by

55、 website to 358 college students randomly. Chapter four is the results and analysis of the study. Different forms and tables are used to show the results of the data analysis clearly. In the chapter, six types of motivational regulation strategies were obtained through exploratory factor analysis an

56、d descriptive statistics analysis was made to investigate the overall use of motivational regulation strategies.The last chapter includes three parts, major findings, implications and limitations of the study. Due to the limitation of online questionnaires and the number of participants, there are c

57、ertain limitations in this study. However, it is still expected that this study might provide a new perspective on the research of college students English learning motivational regulation strategy and be beneficial to college students English learning in the future.51Chapter Two Literature ReviewCh

58、apter Two Literature ReviewIn this chapter, the background and the significance of the research are presented. Meanwhile, related concepts such as “the second language motivation”, “motivational regulation” and “motivational regulation strategy” are elaborated along with the summary of the relevant researches both at home and abroad. In sum, this chapter provides a theoretical basis for the study. 2.1 Second Language Motivation Researchers in the field of second language acquisition have done various researches on second language motivation.