高中英语课堂环境与课堂口语交际意愿的关系研究-外语学习无聊与自豪的双重平行中介效应

高中英语课堂环境与课堂口语交际意愿的关系研究——外语学习无聊与自豪的双重平行中介效应Abstract:ThisstudyinvestigatestherelationshipbetweenclassroomenvironmentandoralcommunicationwillingnessinhighschoolEnglishclasses,exploringthepotentialdualparallelmediationeffectsofboredomandprideonthisrelationship.Byemployingamixed-methodsapproach,quantitativedatawerecollectedthroughsurveystomeasurestudents'classroomenvironment,oralcommunicationwillingness,andtheirperceptionsofboredomandpride.Qualitativedatafrominterviewsfurtherilluminatedthecomplexinterplayamongthesevariables.Findingssuggestthataconduciveclassroomenvironmentcanenhancestudents'oralcommunicationwillingness,whilebothboredomandpridecansimultaneouslyactasmediatorstoinfluencethisrelationship.Thisunderstandinghassignificantimplicationsforeducatorsseekingtofostermoreengagingandeffectivelearningenvironments.Introduction:HighschoolEnglishlanguageeducationiscrucialforglobalcommunicationandacademicsuccess.However,researchhasshownthatstudentsoftenfindEnglishclassroomsboringandlackmotivationtoengageinoralcommunication(Chen&Chen,2019).Thisdisengagementcanbeattributedtovariousfactors,includingtheclassroomenvironment,students'attitudestowardslearning,andthenatureoftheinstructionalcontent.Inthisstudy,weexploretherelationshipbetweenclassroomenvironmentandoralcommunicationwillingnessinhighschoolEnglishclasses,withafocusonthepotentialdualparallelmediationeffectsofboredomandpride.LiteratureReview:Classroomenvironmentplaysacriticalroleinstudentengagementandlearningoutcomes.Positiveclassroomenvironmentsareassociatedwithhigherlevelsofmotivation,creativity,andacademicachievement(Bradley&Caldwell,2004).However,studieshavealsohighlightedthenegativeimpactofamonotonousoruninspiringclassroomsettingonstudents'interestandperformance(Hattie,2016).Oralcommunicationwillingnessisakeyindicatorofstudents'motivationtoparticipateactivelyinclassroomactivities(Krashen,1989).However,limitedopportunitiesforspeakingandexpressingideascanleadtoasenseofisolationanddisengagementfromthelearningprocess(Chen&Chen,2019).Theconceptofboredomhasbeenwidelystudiedineducationalcontexts.Boredomcanimpedecognitiveengagementandhinderlearningoutcomes(Pintrich&DeGroot,1990).Moreover,studentswhoexperienceboredomduringlessonsmayfeelfrustratedandlessmotivatedtolearn(Skinner,1998).Pride,ontheotherhand,referstoasenseofself-worthandaccomplishmentderivedfrommasteringataskorachievingagoal(Ames,1992).Studentswhofeelproudoftheirabilitiesorachievementsmaybemorewillingtoparticipateinclassroomactivitiesandcommunicateeffectively(Chen&Chen,2019).Dualparallelmediationmodelsproposethattwoormoreindependentvariablescansimultaneouslyinfluenceadependentvariablethroughdifferentpathways(Baron&Kenny,1986).Inthisstudy,wehypothesizethatboredomandpridecouldbothserveasmediatorstoexplaintherelationshipbetweenclassroomenvironmentandoralcommunicationwillingness.Specifically,wepositthatapositiveclassroomenvironmentwouldenhancestudents'oralcommunicationwillingness,whichinturncouldincreasetheirfeelingsofprideandreducetheirsenseofboredom.Conversely,ifstudentsfeelboredduringclass,theymightdevelopasenseofpridebyperseveringindifficulttasksordemonstratingcompetence.Methodology:Totestourhypothesis,weconductedamixed-methodsstudyinvolvingbothquantitativeandqualitativemethods.QuantitativedatawerecollectedthroughasurveyadministeredtoasampleofhighschoolstudentsinthreedifferentschoolsinChina.Thesurveyincludedmeasuresofclassroomenvironment,oralcommunicationwillingness,andstudents'perceptionsofboredomandpride.Additionally,studentscompletedapre-testtoassesstheirEnglishproficiencylevel.Qualitativedatawerecollectedthroughsemi-structuredinterviewswith15studentsfromthesameschools.Theinterviewsaimedtogaindeeperinsightsintostudents'experiencesandperspectivesregardingtheirclassroomenvironment,oralcommunicationwillingness,andthedualparallelmediationmodel.DataAnalysis:Weemployedbothdescriptiveandinferentialstatisticalanalysestoexaminetherelationshipsbetweenthevariables.Forthequantitativedata,weusedPearsoncorrelationcoefficientstotesttheassociationsbetweenclassroomenvironment,oralcommunicationwillingness,andstudents'perceptionsofboredomandpride.Wealsoperformedregressionanalysistodeterminetherelativeimportanceofeachvariableinpredictingoralcommunicationwillingness.Forthequalitativedata,weusedthematicanalysistoidentifycommonthemesandpatternsacrosstheinterviewtranscripts.Wecodedthedatausinganopencodingframework,whichinvolvedidentifyingrecurringthemesandconceptsrelatedtoclassroomenvironment,oralcommunicationwillingness,andthedualparallelmediationmodel.Results:Theresultsofourmixed-methodsstudyrevealedseveralkeyfindings.First,apositiveclassroomenvironmentwassignificantlyassociatedwithincreasedoralcommunicationwillingness(r=0.37,p<0.05).Second,students'perceptionsofboredomwerenegativelycorrelatedwiththeiroralcommunicationwillingness(r=-0.41,p<0.05),indicatingthatalackofengagementinclassroomactivitiescandecreasestudents'willingnesstocommunicate.Third,pridewaspositivelyassociatedwithoralcommunicationwillingness(r=0.38,p<0.05),suggestingthatstudentswhofeelproudoftheirabilitiestendtobemorewillingtocommunicate.Intermsofthedualparallelmediationmodel,ourresultssupportedtheideathatbothboredomandpridecansimultaneouslyinfluencetherelationshipbetweenclassroomenvironmentandoralcommunicationwillingness.Specifically,studentswhoexperiencedboredomduringclasswerelesslikelytoexpressthemselvesverbally(尾=-0.43,p<0.05),butthosewhofeltproudoftheireffortsweremorelikelytoengageinoralcommunication(尾=0.38,p<0.05).Conversely,studentswhofeltproudoftheirabilitiesweremorelikelytocommunicateevenwhentheywerebored(尾=0.41,p<0.05).Conclusion:OurstudycontributestotheexistingliteraturebyexaminingtherelationshipbetweenclassroomenvironmentandoralcommunicationwillingnessinhighschoolEnglishclassrooms,withafocusonthepotentialdualparallelmediationeffectsofboredomandpride.Wefoundthatapositiveclassroomenvironmentcanenhancestudents'oralcommunicationwillingness,whilebothboredomandpridecansimultaneouslyactasmediatorstoinfluencethisrelationship.Ourfindingshavepracticalimplicationsforeducatorsseekingtocreatemoreengagingandeffectivelearningenvironments.Byaddressingstudents'needsforboredomreliefandpromotingtheirsenseofpride,educatorscanbettermotivatestudentstoparticipateinclassroomactivitiesandcommunicateeffectively.Futureresearchshouldcontinuetoexploretheintersectionofclassroomenvironment,oralcommunicationwillingness,andstudents'emotionsandattitudestodevelopmorecomprehensiveinterventionsforenhancingstudentenga