【摘要】 本研究以国家高等教育智慧教育平台运营的某省级一流课程为例，聚焦大学生自我效能感对英语写作慕课学习的影响，构建以技术接受为中介变量的结构模型。结果显示:(1)学习者的自我效能感、技术接受度与写作慕课学习行为均呈中等水平;(2)自我效能感对英语写作慕课学习具有直接、显著的正向预测作用;(3)技术接受在自我效能感和英语写作慕课学习之间发挥部分中介作用。研究结果揭示了自我效能感和技术接受对英语写作慕课学习的作用路径，对提升在线外语教学质量有一定的启示，可为数字化转型背景下高质量运用外语慕课提供参考，也有助于在教育数字化转型进程中挖掘新质生产力发展中的外语慕课元素。更多还原

【Abstract】 This study took a provincial-level firstclass course operated on the National Higher Education Smart Education Platform as a case study,to investigate the impact of college students’ self-efficacy on their English writing MOOC learning. A structural model was constructed with technology acceptance as the mediating variable. The results indicate that:(1) Learners’ selfefficacy, technology acceptance, and English writing MOOC learning behaviors were all at a moderate level;(2) Self-efficacy exerted a direct significant and positive predictive effect on English writing MOOC learning;(3)Technology acceptance played a partial mediating role between self-efficacy and English writing MOOC learning. The findings elucidate the pathways through which self-efficacy and technology acceptance influence English writing MOOC learning,offering certain insights for improving the quality of online foreign language education. This study provides evidence-based guidance for the high-quality implementation of foreign language MOOC in the context of digital transformation, and contributes to identifying the elements of foreign language MOOC in fostering new quality productive forces amid digital transformation in education.更多还原