本研究为调查混合式教学模式下学习者的自我效能与学习动机的关系,以参与D大学《基础日语》课程的114名学习者为受试者,通过问卷调查收集信息,再利用SPSSAU对数据进行分析并建立了结构方程模型。研究结果表明:1) 混合式教学环境下日语...本研究为调查混合式教学模式下学习者的自我效能与学习动机的关系,以参与D大学《基础日语》课程的114名学习者为受试者,通过问卷调查收集信息,再利用SPSSAU对数据进行分析并建立了结构方程模型。研究结果表明:1) 混合式教学环境下日语学习者的自我效能与学习动机之间有显著正相关关系;2) 自我效能与道具动机之间具有相关性;3) 在自我效能方面,学生的能力感整体偏低;4) 在学习动机方面,学生的线上学习动机偏低。因此,在混合式教学中,教师应并重学生的自我效能与学习动机,特别注重线上教学部分,并且可以通过描绘日语学习的现实性意义来提高学习者的学习动机。In this study, in order to investigate the relationship between learners’ self-efficacy and motivation in a blended teaching mode, 114 learners participating in the Basic Japanese course at the University of D were used as subjects, and information was collected through questionnaires, and then the data were analyzed and structural equation modelling was established using SPSSAU. The results of the study show that: 1) there is a significant positive correlation between self-efficacy and motivation of Japanese language learners in a blended teaching environment;2) there is a correlation between self-efficacy and prop motivation;3) in terms of self-efficacy, students’ sense of competence is low;and 4) in terms of motivation for learning, students’ motivation for online learning is low. Therefore, in blended teaching, teachers should focus on students’ self-efficacy and learning motivation in parallel, with a special focus on the online part of the teaching and learning, and they can improve learners’ motivation by depicting the real-world significance of Japanese language learning.展开更多
文摘本研究为调查混合式教学模式下学习者的自我效能与学习动机的关系,以参与D大学《基础日语》课程的114名学习者为受试者,通过问卷调查收集信息,再利用SPSSAU对数据进行分析并建立了结构方程模型。研究结果表明:1) 混合式教学环境下日语学习者的自我效能与学习动机之间有显著正相关关系;2) 自我效能与道具动机之间具有相关性;3) 在自我效能方面,学生的能力感整体偏低;4) 在学习动机方面,学生的线上学习动机偏低。因此,在混合式教学中,教师应并重学生的自我效能与学习动机,特别注重线上教学部分,并且可以通过描绘日语学习的现实性意义来提高学习者的学习动机。In this study, in order to investigate the relationship between learners’ self-efficacy and motivation in a blended teaching mode, 114 learners participating in the Basic Japanese course at the University of D were used as subjects, and information was collected through questionnaires, and then the data were analyzed and structural equation modelling was established using SPSSAU. The results of the study show that: 1) there is a significant positive correlation between self-efficacy and motivation of Japanese language learners in a blended teaching environment;2) there is a correlation between self-efficacy and prop motivation;3) in terms of self-efficacy, students’ sense of competence is low;and 4) in terms of motivation for learning, students’ motivation for online learning is low. Therefore, in blended teaching, teachers should focus on students’ self-efficacy and learning motivation in parallel, with a special focus on the online part of the teaching and learning, and they can improve learners’ motivation by depicting the real-world significance of Japanese language learning.
