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高职学生英语自主学习与自我效能感关系的研究的中期报告
Introduction
Thepurposeofthisstudyistoinvestigatetherelationshipbetweenself-directedlearningandself-efficacyamongvocationalcollegestudentsstudyingEnglishasaforeignlanguage.Priorresearchhasshownthatself-directedlearningcanimprovelanguageproficiencyandoverallacademicperformance,butlittleisknownaboutitsimpactonself-efficacy.Thismid-termreportprovidesanoverviewofthestudysmethodsandresultstodate.
Methods
ThestudywasconductedatavocationalcollegeinChina,andparticipantswererecruitedfromtheEnglishdepartment.Informedconsentwasobtainedfrom100vocationalcollegestudents(50malesand50females),withagesrangingfrom17to23years.Participantscompletedaself-directedlearningquestionnaireandaself-efficacyquestionnaire.Theself-directedlearningquestionnaireincludedquestionsaboutmotivation,strategyuse,andautonomy,whiletheself-efficacyquestionnaireincludedquestionsaboutEnglishlanguageproficiencyandacademicself-efficacy.
Results
Preliminaryanalysisofthedatashowedapositivecorrelationbetweenself-directedlearningandself-efficacy(r=.439,p.01).Additionally,thestudentslevelofmotivationwaspositivelyassociatedwithboththeirself-directedlearning(r=.584,p.01)andself-efficacy(r=.362,p.01).Theuseoflearningstrategieswaspositivelyrelatedtoself-directedlearning(r=.478,p.01)buthadnodirectrelationshipwithself-efficacy.
Conclusion
Sofar,theresultsofthisstudysupportthehypothesisthatself-directedlearningispositivelyassociatedwithself-efficacyamongvocationalcollegestudentsstudyingEnglish.Motivationappearstoplayanimportantroleinbothself-directedlearningandself-efficacy,whiletheuseoflearningstrategiesappearstocontributemoretoself-directedlearningthantoself-efficacy.Thesefindingshaveimplicationsforlanguageeducatorsandsuggestthatpromotingself-di
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