【摘要】 本研究结合贵州省长顺县民族高级中学的在线英语教学现状,探索了571位高中生的在线自我调控及新媒体素养。该校不同民族高中生的在线自我调控及新媒体素养不存在显著差异,但不同性别与英语水平的高中生之间却存在显著差异。就在线自我调控而言,女生能更有效地设定目标,进行环境和时间管理,采用相应的求助策略。成绩优秀的学生能更有效地进行环境和时间管理,采用求助策略开展在线学习。就新媒体素养而言,女生更注重融入与评估,而男生则更注重反馈。成绩优秀的学生在融入方面显著高于其他学生,而成绩一般的学生在参与及反馈方面的感知均高于成绩较好的学生。研究结果为引导学生提升新媒体素养、开展在线自我调控学习提供了教学启示。更多还原

【Abstract】 Based on the status quo of online English language teaching in Changshun senior high school of nationalities in Bouyei and Miao Autonomous Prefecture,Guizhou Province in China,the study explores 571 high school students’ online self-regulation and new media literacy.The results show that the similarities and differences in terms of the two research constructs among learners with different ethnicities,genders and English proficiencies.There are no significant differences in online self-regulation and new media literacy among students of different ethnicities,but there are significant differences among students of different genders and English proficiencies.In terms of online self-regulation,female students performs better in goal setting,environment and time management,and help seeking.High-achieving students are able to manage their environment and time,and adopt help-seeking strategies more effectively.As for new media literacy,female students pay more attention to the integrating in critical prosuming and the evaluation in critical consuming,while male students pay more attention to the feedback in critical prosuming.High-achieving students perform the best in integrating.However,students with low scores perform better than high-achieving students in participation and feedback.The research results provide pedagogical implications for guiding students to improve their new media literacy and conduct online self-regulated learning more effectively.更多还原