Chinese students’ motivation to adopt distance learning of the Russian language
Электронный научный архив УРФУ
Информация об архиве | Просмотр оригинала| Поле | Значение | |
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Chinese students’ motivation to adopt distance learning of the Russian language
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| Автор |
Koksharov, V. A.
Nevolina, A. L. Tkachuk, G. A. Chikova, O. A. |
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| Тематика |
ARCS MODEL
DISTANCE LEARNING PARTICIPANTS IN EDUCATIONAL RELATIONS QUESTIONNAIRE ON THE MOTIVATION OF EDUCATIONAL MATERIALS STRUCTURAL MODEL OF MOTIVATION |
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| Описание |
Introduction. Currently, restrictions related to the coronavirus pandemic have not yet been fully lifted in the People's Republic of China and students studying in Russia periodically switch to distance learning. The purpose of the article is to study the specifics of students' motivation to use distance technologies for teaching the Russian language using internationally recognized methods of measurement and statistical data analysis. Materials and Methods. The Instructional Materials Motivation Survey (IMMS) measuring materials for studying the specifics of the educational motivation of students of the Ural Federal University (hereinafter referred to as UrFU) from the PRC for the use of distance technologies for teaching the Russian language were created for the Attention-Relevance-Confidence-Satisfaction (ARCS) structural model. We studied the relationship between the personal data of students (gender, age, year of study, educational program, additional language training and the results of measuring educational motivation (IMMS) for the use of distance technologies for teaching the Russian language and its structural components: attention (ATT), relevance (REL), Confidence (CON), Satisfaction (SAT).The study involved 673 UrFU students from the PRC, who had experience of long-term distance learning under restrictions due to the coronavirus pandemic. Statistical processing of the measurement results was carried out using the structural equation modeling method Structural Equation Modeling (SEM). A confirmatory and exploratory factorial analysis of the obtained results was carried out using the SPSS software tool, including the AMOS module. Results. The developed IMMS questionnaire was validated by confirmatory factor analysis of IMMS measurement results using the AMOS module of the SPSS software tool. The method of exploratory factor analysis revealed statistically significant relationships between the indicators of students' educational motivation for using distance technologies for teaching the Russian language (IMMS) and its structural components with the personal data of the respondents. The gender of the student and the presence of parallel additional language training were found to have the strongest influence on learning motivation (girls are more motivated than boys). The gender of the student and the presence of parallel additional language training (regression coefficient r = 0.61) have the strongest influence on the structural component of learning motivation relevance (REL). Conclusion. The results of the study showed a high level of motivation for distance learning of the Russian language among UrFU students from China which is due to the effective design of educational materials. It is shown that when developing motivating teaching materials for distance learning, it is necessary to take into account the gender composition of trainees and the availability of parallel additional training in the subject. © 2023 LLC Ecological Help. All rights reserved.
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| Дата |
2024-04-05T16:19:59Z
2024-04-05T16:19:59Z 2023 |
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| Тип |
Article
Journal article (info:eu-repo/semantics/article) |info:eu-repo/semantics/publishedVersion |
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| Идентификатор |
Кокшаров, ВА, Неволина, АЛ, Ткачук, ГА & Чикова, ОА 2023, 'СПЕЦИФИКА МОТИВАЦИИ КИТАЙСКИХ СТУДЕНТОВ К ИСПОЛЬЗОВАНИЮ ТЕХНОЛОГИИ ДИСТАНЦИОННОГО ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ', Перспективы науки и образования, № 1 (61), стр. 235-251. https://doi.org/10.32744/pse.2023.1.14
Кокшаров, В. А., Неволина, А. Л., Ткачук, Г. А., & Чикова, О. А. (2023). СПЕЦИФИКА МОТИВАЦИИ КИТАЙСКИХ СТУДЕНТОВ К ИСПОЛЬЗОВАНИЮ ТЕХНОЛОГИИ ДИСТАНЦИОННОГО ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ. Перспективы науки и образования, (1 (61)), 235-251. https://doi.org/10.32744/pse.2023.1.14 2307-2334 Final All Open Access, Bronze https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153612914&doi=10.32744%2fpse.2023.1.14&partnerID=40&md5=f195b9eb3a624c0550361d9f44a2f413 https://pnojournalarchive.files.wordpress.com/2023/03/pdf_230114.pdf http://elar.urfu.ru/handle/10995/130412 50331457 10.32744/pse.2023.1.14 85153612914 |
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| Язык |
ru
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| Права |
Open access (info:eu-repo/semantics/openAccess)
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| Формат |
application/pdf
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| Издатель |
LLC Ecological Help
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| Источник |
Perspectives of Science and Education
Perspektivy Nauki i Obrazovania |
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