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学者姓名：沈彬
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Abstract ：
Despite the growing importance of MOOCs and their application in face-to-face classes since 2020, driven by the COVID-19 pandemic, existing literature offers limited research on the factors affecting the quality of hybrid MOOC (hMOOC) learning, particularly from a psychological perspective. Thus, based on the 3P model of teaching and learning, this study aims to build a psychological pathway to empirically investigate the indicators of, and their relationship with, hMOOC learning outcomes by examining task value belief and relational quality as presage variables, and learner engagement and knowledge sharing as process variables, leading to learner satisfaction as the product. A self-administered questionnaire was distributed to 750 undergraduate learners with prior experience in hMOOC learning in higher educational institutions of the People's Republic of China (PRC). Confirmatory factor analysis (CFA), path, and mediation analyses were conducted based on structural equation modeling (SEM). The results confirmed the hypothesis that task value belief and relational quality both significantly influenced learner satisfaction in hMOOCs. Task value belief exerted indirect effects on satisfaction through learner engagement. However, it failed to predict satisfaction through knowledge sharing indirectly. Instead, task value belief affected learner engagement first and then knowledge sharing, which finally impacted satisfaction, revealing the linear relationship of TVB -> LE -> KS -> SA. Moreover, relational quality had an indirect effect on satisfaction through both learner engagement and knowledge sharing, indicating the interrelationships of RQ -> LE & KS -> SA. Theoretical and pedagogical implications are discussed in the conclusion.
Keyword ：
hMOOC learning hMOOC learning Knowledge sharing Knowledge sharing Learner engagement Learner engagement Relational quality Relational quality Satisfaction Satisfaction Task value belief Task value belief
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| GB/T 7714 | Zhang, Yunqing , Zheng, Xinmin , Shen, Bin . Impacts of task value belief and relational quality on hMOOC learner satisfaction in the post-pandemic era: The mediating roles of Learner Engagement and Knowledge sharing [J]. | EDUCATION AND INFORMATION TECHNOLOGIES , 2024 , 29 (16) : 21891-21915 . |
| MLA | Zhang, Yunqing 等. "Impacts of task value belief and relational quality on hMOOC learner satisfaction in the post-pandemic era: The mediating roles of Learner Engagement and Knowledge sharing" . | EDUCATION AND INFORMATION TECHNOLOGIES 29 . 16 (2024) : 21891-21915 . |
| APA | Zhang, Yunqing , Zheng, Xinmin , Shen, Bin . Impacts of task value belief and relational quality on hMOOC learner satisfaction in the post-pandemic era: The mediating roles of Learner Engagement and Knowledge sharing . | EDUCATION AND INFORMATION TECHNOLOGIES , 2024 , 29 (16) , 21891-21915 . |
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While prior research on engagement in L2 writing mainly focused on engagement with feedback, little is known about the relationship between engagement and the broader formative assessment context. To fill this gap, this study investigated what and how contextual and individual factors influenced three Chinese undergraduates' engagement in an assessment as learning (AaL)-focused writing classroom. Drawing on data from interviews, stimulated recalls, classroom observation, and documents, findings indicated that student empowerment, instructional scaffolding, and a teacher-student rapport in an AaL context afforded and motivated students to enact engagement. Meanwhile, sociocultural factors such as beliefs regarding teachers as authorities may constrain students from utilizing learning opportunities. Moreover, when there was an alignment between students' will and capacity at the individual level, as well as contextual factors at instructional, interpersonal, and sociocultural levels, students were more likely to engage in classroom writing assessment.
Keyword ：
agency agency assessment as learning assessment as learning contextual factors contextual factors engagement engagement individual factors individual factors L2 writing L2 writing
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| GB/T 7714 | Wang, Lu , Shen, Bin . Influencing factors of L2 writers' engagement in an assessment as learning-focused context [J]. | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
| MLA | Wang, Lu 等. "Influencing factors of L2 writers' engagement in an assessment as learning-focused context" . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING (2024) . |
| APA | Wang, Lu , Shen, Bin . Influencing factors of L2 writers' engagement in an assessment as learning-focused context . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
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Despite the growing recognition of the impact of affective factors on sec-ond/foreign language (L2) learning, there remains a paucity of knowledge re-garding academic burnout in L2 learning. Moreover, the intricate interplaybetween L2 burnout, maladaptive emotion regulation strategies, and nega-tive L2 emotions remains inadequately explored. Given the increasing ac-knowledgment of network analysis as an advanced and appropriate methodfor unraveling the complex relationships among psychological constructs inapplied linguistics, the current study aimed to investigate the network structure of burnout, maladaptive emotion regulation strategies, and negative emotions among 841 Chinese undergraduates who were learning English as aforeign language (EFL). The results of the network analysis revealed thatshame, emotional exhaustion, and avoidance emerged as the most centralnodes within negative emotions, burnout, and maladaptive emotion regula-tion strategies, respectively; shame, emotional exhaustion, and avoidancewere also the most powerful bridging nodes linking the aforementioned threeconstructs. Notably, the robust bridging association between emotional ex-haustion and anxiety was observed. Overall, Chinese EFL students may expe-rience high levels of burnout and negative emotions and apply counter-pro-ductive regulation strategies in English learning, but these reactions are inter-twined rather than independent of each other. Students who are over-whelmed by anxiety and shame are more prone to burnout symptoms, whilethose dominated by anger are more likely to vent it out. Theoretical and pedagogical implications are discussed
Keyword ：
L2 burnout L2 burnout maladaptive emotion regulation strategies maladaptive emotion regulation strategies negative emotions negative emotions network approach network approach
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| GB/T 7714 | Wang, Yabing , Wang, Na , Shen, Bin . A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies [J]. | STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING , 2024 , 14 (3) : 421-451 . |
| MLA | Wang, Yabing 等. "A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies" . | STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING 14 . 3 (2024) : 421-451 . |
| APA | Wang, Yabing , Wang, Na , Shen, Bin . A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies . | STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING , 2024 , 14 (3) , 421-451 . |
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| GB/T 7714 | Shen, Bin , Wang, Lu . Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners (Feb, 10.1515/iral-2023-0192, 2024) [J]. | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
| MLA | Shen, Bin 等. "Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners (Feb, 10.1515/iral-2023-0192, 2024)" . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING (2024) . |
| APA | Shen, Bin , Wang, Lu . Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners (Feb, 10.1515/iral-2023-0192, 2024) . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
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Drawing on a proposed theoretical framework that integrates a social cognitive perspective of self-regulation and a process genre approach to L2 writing, this research describes the development and validation process of a new instrument, Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS). QSRLWS was validated with satisfactory psychometric qualities. Nine hundred eighty Chinese university EFL learners participated in the study (N = 960 after data screening). The study first described the questionnaire development process and adopted exploratory factor analysis to validate the factorial structure with half of the sample (n = 480). It further confirmed the structure with confirmatory factor analysis with another half of the sample (n = 480). Model comparisons confirmed a four-factor second-order structure in which QSRLWS comprised 12 SRL writing strategy types into four dimensions of strategy groups, i.e., metacognitive, cognitive, social, and motivational/affective regulation. Predictive validity of these strategies on students' English writing performance was also reported. Theoretical and pedagogical implications are discussed.
Keyword ：
Chinese university students Chinese university students EFL writing strategies EFL writing strategies English writing performance English writing performance questionnaire development and validation questionnaire development and validation self-regulated learning (SRL) self-regulated learning (SRL)
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| GB/T 7714 | Shen, Bin , Wang, Lu . Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners [J]. | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
| MLA | Shen, Bin 等. "Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners" . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING (2024) . |
| APA | Shen, Bin , Wang, Lu . Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
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Understanding subjective perspectives of enjoyment in foreign language (FL) learning among diverse students can yield insights into the determinants of their enjoyment in FL learning, thus informing FL educators in tailoring their teaching strategies in FL classroom. With this aim, the current study utilized Q-methodology to explore the perspectives of Chinese university students on Foreign Language Enjoyment (FLE) in an English-as-a-foreign-language (EFL) setting. A total of 30 students participated in a Q-sort with 40 FLE-related statements, followed by Principal Component Analysis and varimax rotation for pattern extraction. Additionally, retrospective interviews with six participants provided deeper insights. The research identified four factors shaping FLE in EFL learning: informativeness, independent learning, collaborative work, and interestingness. These findings highlight the subjective nature of EFL learners' FLE perspectives, influenced by both internal factors (self-reported FL proficiency and achievement) and external factors (support from teachers and peers). Our findings suggested that educators are encouraged to tailor teaching strategies to enhance FLE in the context of EFL learning, thus improving students' learning outcomes. © 2024
Keyword ：
Chinese learners Chinese learners EFL learning EFL learning FLE FLE Influential factor Influential factor Q-methodology Q-methodology
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| GB/T 7714 | Wang, Z. , Shen, B. , Zhang, Y. . What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology [J]. | System , 2024 , 123 . |
| MLA | Wang, Z. 等. "What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology" . | System 123 (2024) . |
| APA | Wang, Z. , Shen, B. , Zhang, Y. . What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology . | System , 2024 , 123 . |
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Despite self-regulated learning (SRL) being considered to represent a model of optimal learning, the effects of SRL strategy-based instruction in L2 writing remain relatively underexplored, especially in the Chinese tertiary setting. To fill such lacuna, the present study explored the effects of an SRL strategy-based writing intervention program on Chinese university English-as-a-foreignlanguage (EFL) learners' writing performance and self-regulated writing strategy use. A quasiexperimental design was employed with 97 third-year English-major students. The experimental group (n = 39) received a 12-week intervention designed on a framework conceptualized according to Zimmerman (2000) and Pintrich (2004). The control group (n = 58) received a regular traditional writing course concurrently. Data were collected with a Questionnaire for Selfregulated Learning Writing Strategies (QSRLWS), writing tests, and student interviews. ANCOVA results revealed a significant intervention effect on writing performance with a sustained effect one month later, and significant effects on participants' use of the target strategy types while nonsignificant effects on the non-target strategy types. Analyses of the interview data also uncovered a higher frequency of occurrence and more adept and deliberate use of the target strategies among the experimental group, and offered tentative evidence to the differential intervention effects on participants of varied writing performance levels. Pedagogical implications are discussed.
Keyword ：
Chinese university students Chinese university students SRL strategy-based writing intervention SRL strategy-based writing intervention Writing performance Writing performance
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| GB/T 7714 | Shen, Bin , Bai, Barry . Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention [J]. | SYSTEM , 2024 , 122 . |
| MLA | Shen, Bin 等. "Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention" . | SYSTEM 122 (2024) . |
| APA | Shen, Bin , Bai, Barry . Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention . | SYSTEM , 2024 , 122 . |
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Against the backdrop of declining motivation and growing social and emotional challenges in English learning experienced by Hong Kong primary school students, the study aimed to profile an interactive pattern between relevant motivational beliefs (i.e., self-efficacy, interest, and growth mindset), social and emotional learning (SEL) skills and English learning achievements. Data was collected from 913 4th graders with questionnaires and an English test. Results indicated a medium-high level of motivation among the participants, and a high level of self-awareness and social awareness skills but a medium level of self-management and social management skills in terms of SEL. More importantly, structural equation modeling (SEM) analyses confirmed the intricate interplay where the motivational beliefs predicted English learning achievements through the mediation of self-awareness and self-management skills. Our findings also underscore the relatively higher importance of interest and growth mindset than self-efficacy in English learning for young children. Pedagogical implications are discussed. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keyword ：
English learning achievements English learning achievements growth mindset growth mindset interest interest Self-efficacy Self-efficacy social and emotional learning (SEL) social and emotional learning (SEL)
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| GB/T 7714 | Shen, B. , Bai, B. , Wang, J. et al. Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools [J]. | Cambridge Journal of Education , 2024 , 54 (4) : 417-436 . |
| MLA | Shen, B. et al. "Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools" . | Cambridge Journal of Education 54 . 4 (2024) : 417-436 . |
| APA | Shen, B. , Bai, B. , Wang, J. , Song, H. . Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools . | Cambridge Journal of Education , 2024 , 54 (4) , 417-436 . |
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A directed motivational current (DMC) is an intense motivational drive that sustains long-term behavior toward a valued goal. The quantitative study investigated the DMCs of English-as-a-foreign-language learners and their predictive role on learning performance in a high-stakes English exam preparation context. The DMC dimension scale was distributed to Chinese English-as-a-foreign-language learners who experienced the National Postgraduate Entrance Examination, and data from 323 participants were retained for analysis. Independent T-tests, Analysis of Variance (ANOVA), and regression analyses were performed to report findings on DMC levels, and influencing factors and impacts of DMCs. Results suggest a high DMC level during exam preparation, with female learners showing more goal-oriented salient facilitative structure, and clear perception of progress than males, while high-proficiency learners demonstrated greater participant ownership and "perceived behavioral control" than medium- and low-proficiency learners. No differences were found between learners majoring in humanities/social sciences and those studying science, technology, engineering, or mathematics. The five DMC dimensions collectively predicted English performance. Following self-determination theory, the predictive role is explained. Theoretically, DMC components and their impacts on academic outcomes were reconfirmed in the Chinese English-as-a-foreign-language context; practically, educators and students are advised to use the DMC framework to enhance English performance in high-stakes exam preparation.
Keyword ：
Chinese English-as-a-foreign-language learners Chinese English-as-a-foreign-language learners directed motivational currents directed motivational currents high-stakes exam preparation high-stakes exam preparation self-determination theory self-determination theory
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| GB/T 7714 | Shen, Bin , Lin, Ziqian , Xing, Weili . Chinese English-as-a-foreign-language learners' directed motivational currents for high-stakes English exam preparation [J]. | INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS , 2024 , 35 (1) : 436-456 . |
| MLA | Shen, Bin et al. "Chinese English-as-a-foreign-language learners' directed motivational currents for high-stakes English exam preparation" . | INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS 35 . 1 (2024) : 436-456 . |
| APA | Shen, Bin , Lin, Ziqian , Xing, Weili . Chinese English-as-a-foreign-language learners' directed motivational currents for high-stakes English exam preparation . | INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS , 2024 , 35 (1) , 436-456 . |
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Although research into the educational benefits of Spherical Video-based Virtual Reality (SVVR) has gained popularity in traditional face-to-face English-as-a-Foreign-Language (EFL) class, little is known about whether this immersive, interactive, and imaginative teaching-assisted technology could facilitate learning in online EFL settings in the post-pandemic time. The current study explored how students engaged themselves in an online EFL class facilitated by SVVR. To achieve that, one focus group interview and two semi-structured interviews were conducted to collect in-depth data of students' perceptions of their engagement under the SVVR-supported online learning. Based on the theoretical framework of engagement, the collected data were thematically coded into three categories, namely, behavioral, emotional, and cognitive engagement. The findings suggested that with SVVR affordances, students engaged behaviorally, emotionally, and cognitively in the online EFL writing class, both in an independent and interrelated way. The enhanced emotional engagement of students could then support their behavioral engagement while students' cognitive engagement could also promote their emotional and behavioral engagement. The present study thereby could not only build our understanding of the dynamic, multifaceted, and interconnected nature of student engagement, but also provide one feasible solution to teachers towards the disengagement issue in online EFL learning in the post-pandemic time.
Keyword ：
EFL writing EFL writing Online learning Online learning Student engagement Student engagement SVVR SVVR
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| GB/T 7714 | Shen, Bin , Wang, Zhijie , Zhong, Xiaowen et al. Can SVVR Help with Student Engagement in an Online EFL Writing Class? A Chinese Case Study [J]. | ASIA-PACIFIC EDUCATION RESEARCHER , 2023 , 33 (4) : 1011-1021 . |
| MLA | Shen, Bin et al. "Can SVVR Help with Student Engagement in an Online EFL Writing Class? A Chinese Case Study" . | ASIA-PACIFIC EDUCATION RESEARCHER 33 . 4 (2023) : 1011-1021 . |
| APA | Shen, Bin , Wang, Zhijie , Zhong, Xiaowen , Jiang, Michael Yi-Chao , Jong, Morris Siu-Yung . Can SVVR Help with Student Engagement in an Online EFL Writing Class? A Chinese Case Study . | ASIA-PACIFIC EDUCATION RESEARCHER , 2023 , 33 (4) , 1011-1021 . |
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