Performance in Smart Language Learning Environments: Based on Social Cognitive Theory Framework
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초록
This study empirically verified the factors affecting the learning outcomes of English as a Foreign Language (EFL) learners in a smart learning (s-learning) environment. Based on social cognitive theory (SCT), six independent constructs (facilitating conditions, social influence, positive attitude toward s-learning, self-efficacy, social interaction, and knowledge) were proposed in the research model. The data collected from 455 s-learning EFL learners were analyzed in order to test the causal relationships between these six constructs and s-learning performance. For the analysis, the structural equation model (SEM) with AMOS 22.0 was used, and all six constructs were found to have a significant effect on s-learning performance. Important implications are discussed based on the study results.
Abstract
This study empirically verified the factors affecting the learning outcomes of English as a Foreign Language (EFL) learners in a smart learning (s-learning) environment. Based on social cognitive theory (SCT), six independent constructs (facilitating conditions, social influence, positive attitude toward s-learning, self-efficacy, social interaction, and knowledge) were proposed in the research model. The data collected from 455 s-learning EFL learners were analyzed in order to test the causal relationships between these six constructs and s-learning performance. For the analysis, the structural equation model (SEM) with AMOS 22.0 was used, and all six constructs were found to have a significant effect on s-learning performance. Important implications are discussed based on the study results.
참고문헌 (26)
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