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Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context

This study aims to (1) develop and validate the four-dimension model hypothesis of deep learning to better understand deep learning in language education; (2) investigate and promote deep learning by conducting a survey involving 533 college students in the online learning English as a foreign langu...

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Autor principal: Jiang, Ruihong
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9490376/
https://www.ncbi.nlm.nih.gov/pubmed/36160569
http://dx.doi.org/10.3389/fpsyg.2022.955565
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author Jiang, Ruihong
author_facet Jiang, Ruihong
author_sort Jiang, Ruihong
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description This study aims to (1) develop and validate the four-dimension model hypothesis of deep learning to better understand deep learning in language education; (2) investigate and promote deep learning by conducting a survey involving 533 college students in the online learning English as a foreign language (EFL) teaching context in China. Concretely, this study initially synthesized theoretical insights from deep learning in the education domain and related theories in the second language acquisition and thus proposed the four-dimension model hypothesis of deep learning involving the motivation of deep learning, the engagement of deep learning, the strategy of deep learning, and the directional competence of deep learning. This study subsequently undertook a questionnaire survey utilizing a standardized instrument to confirm the model hypothesis and further investigate the current status and salient differences in students' deep learning in online EFL teaching. Exploratory factor analysis (EFA), confirmation factor analysis (CFA), and Pearson's correlation test validated a positively correlated four-dimension model of deep learning with high composite reliability and good convergent validity. Moreover, the descriptive and inferential statistics revealed that the level of students' deep learning marginally reached the median, with the lowest mean of directional competence and the highest mean of motivation; students manifested more instructional motives, neglect of deploying skilled-based cognitive strategies, and deficiency of language application skills, etc.; there existed some significant differences between deep learning and four sub-dimensions across the grade, English proficiency, EFL course, and vision groups. Eventually, this study proffered primary reasons and five appropriate strategies to scaffold and promote students' deep learning in online EFL teaching. Hopefully, this study will be a pioneering effort to clear away the theoretical muddle of deep learning construct in language education and be illuminating to further improve effectiveness in the online EFL teaching context.
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spelling pubmed-94903762022-09-22 Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context Jiang, Ruihong Front Psychol Psychology This study aims to (1) develop and validate the four-dimension model hypothesis of deep learning to better understand deep learning in language education; (2) investigate and promote deep learning by conducting a survey involving 533 college students in the online learning English as a foreign language (EFL) teaching context in China. Concretely, this study initially synthesized theoretical insights from deep learning in the education domain and related theories in the second language acquisition and thus proposed the four-dimension model hypothesis of deep learning involving the motivation of deep learning, the engagement of deep learning, the strategy of deep learning, and the directional competence of deep learning. This study subsequently undertook a questionnaire survey utilizing a standardized instrument to confirm the model hypothesis and further investigate the current status and salient differences in students' deep learning in online EFL teaching. Exploratory factor analysis (EFA), confirmation factor analysis (CFA), and Pearson's correlation test validated a positively correlated four-dimension model of deep learning with high composite reliability and good convergent validity. Moreover, the descriptive and inferential statistics revealed that the level of students' deep learning marginally reached the median, with the lowest mean of directional competence and the highest mean of motivation; students manifested more instructional motives, neglect of deploying skilled-based cognitive strategies, and deficiency of language application skills, etc.; there existed some significant differences between deep learning and four sub-dimensions across the grade, English proficiency, EFL course, and vision groups. Eventually, this study proffered primary reasons and five appropriate strategies to scaffold and promote students' deep learning in online EFL teaching. Hopefully, this study will be a pioneering effort to clear away the theoretical muddle of deep learning construct in language education and be illuminating to further improve effectiveness in the online EFL teaching context. Frontiers Media S.A. 2022-09-07 /pmc/articles/PMC9490376/ /pubmed/36160569 http://dx.doi.org/10.3389/fpsyg.2022.955565 Text en Copyright © 2022 Jiang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Jiang, Ruihong
Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context
title Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context
title_full Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context
title_fullStr Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context
title_full_unstemmed Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context
title_short Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context
title_sort understanding, investigating, and promoting deep learning in language education: a survey on chinese college students' deep learning in the online efl teaching context
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9490376/
https://www.ncbi.nlm.nih.gov/pubmed/36160569
http://dx.doi.org/10.3389/fpsyg.2022.955565
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