Empirical Study on the Impact of Clocking in Learning Behavior on College Students'English Academic Self-concept in Digital Era
In the era of digitalization of education,technology empowering English learning has become a new trend to deepen the reform of foreign language education and promote high-quality development of foreign language education in the new era.Clocking in learning,as the main behavior of college students'autonomous learning of English,has had a profound educational impact,and its impact and mechanism are worth further exploration.The study finds that:in the digital age,college students'clocking in learning is universal,with material rewards as the main motivation.They persist in clocking learning for a shorter period of time,and have more behavioral and emotional involvement,with less cognitive involvement;Overall,college students'English academic self-concept is relatively good,and majors,grades,and gender have no significant impact on their English academic self-concept;The learning motivation,engagement,and persistence of them during clocking learning process have a significant impact on improving their English academic self-concept,especially the significant impact of clocking learning engagement;After a period of clocking learning,college students'English academic self-concept,especially their subordinates'English learning achievements,has significantly improved.To further promote the impact and application of clocking learning on college students'English academic self-concept,the clocking in learning platform should focus on high-quality content and continuously upgrade its functional settings;clocking learners need to increase their learning engagement,align their learning motivation,persist for a long time,and establish a correct perspective on clock in learning.
college studentsclocking learningEnglish academic self-conceptEnglish reading APPtechnology empowered education
万方数据
维普
