雅思寫作作為英語學(xué)習(xí)的重要部分,一直受到教育專家和英語教師的關(guān)注。然而,目前中國的高校普遍采用傳統(tǒng)的以教師為中心的教學(xué)方法來教授雅思英語寫作。這種教學(xué)方法忽視了學(xué)生學(xué)習(xí)動機以及學(xué)習(xí)自主性的培養(yǎng)。這種問題是可以解決的,因為英語教育和先進科技相結(jié)合已經(jīng)成為一種教學(xué)趨勢。本篇研究試圖采用行動研究來探索手機APP輔助雅思寫作教學(xué)對大學(xué)生雅思寫作學(xué)習(xí)的作用,以及解決傳統(tǒng)的以教師為中心的雅思寫作教學(xué)中存在的實際問題。作者嘗試解決以下三個問題:1:行動研究第一第二循環(huán)后,手機APP對學(xué)生的雅思寫作動機有什么影響?2:行動研究第一第二循環(huán)后,手機APP對學(xué)生的雅思寫作學(xué)習(xí)自主性有什么影響?3:行動研究第一第二循環(huán)后,使用手機APP可以在多大程度上提高學(xué)生的雅思寫作成績?本篇實證研究在中國東北的一所大學(xué)開展,選取2018-2019學(xué)年,共持續(xù)18周。來自兩個平行班的125名學(xué)生被選為研究對象。兩個平行班均為實驗班。研究工具包括問卷、訪談、測試、研究日志、學(xué)生日記和課堂觀察。所有收集的數(shù)據(jù)在SPSS 19.0系統(tǒng)的幫助下采用定性和定量的分析方法來進行分析。結(jié)果表明兩個實驗組的學(xué)生的雅思寫作動機與自主學(xué)習(xí)能... 

【文章來源】：渤海大學(xué)遼寧省

【文章頁數(shù)】：74 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the research
    1.3 Significance of the research
    1.4 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Mobile assisted language learning（MALL）
    2.2 The advantages and disadvantages of MALL
    2.3 Theoretical foundation
        2.3.1 The relationship between mobile APP and input hypothesis
        2.3.2 IELTS writing and output hypothesis
        2.3.3 English learning and constructivism
    2.4 Previous study on mobile APP assisted-English learning
    2.5 Summary of Chapter Two
Chapter Three Research Methodology and Methods
    3.1 Action research
    3.2 Research questions
    3.3 The research participants
    3.4 The framework of research design in this study
        3.4.1 The choices of data collection methods
        3.4.2 The choices of data analysis methods
    3.5 Research procedures
        3.5.1 The pilot study of the research project
        3.5.2 The action research processes
    3.6 Summary of Chapter Three
Chapter Four Results and Discussion
    4.1 Results and discussion of Research Question
        4.1.1 Analysis and discussion of the questionnaires on motivation
        4.1.2 Analysis and discussion of the interview on motivation
        4.1.3 Analysis and discussion of the student learning diaries on motivation
        4.1.4 Discussion of the classroom observations on motivation
    4.2 Results and discussion of Research Question
        4.2.1 Analysis and discussion of the questionnaires on learner autonomy
        4.2.2 Analysis and discussion of the interview on learner autonomy
        4.2.3 Analysis and discussion of the student learning diaries on learner autonomy
        4.2.4 Discussion of the classroom observations on learner autonomy
    4.3 Results and discussion of Research Question
        4.3.1 Analysis and discussion of the tests on students’writing proficiency
        4.3.2 Analysis and discussion of the questionnaires on students’writing proficiency
        4.3.3 Analysis and discussion of the student learning diaries on students’writing proficiency
        4.3.4 Discussion of the classroom observations on students’writing proficiency
    4.4 Reflection on AR
    4.5 Summary of Chapter Four
Chapter Five Conclusion
    5.1 Major findings
        5.1.1 Major findings on Research Question
        5.1.2 Major findings on Research Question
        5.1.3 Major findings on Research Question
    5.2 Pedagogical implications
    5.3 Limitations of the study
    5.4 Suggestions for further study
References
Appendix Ⅰ:Questionnaire on difficulties,motivation and autonomy on IELTS Writing for non-English major（Questionnaire Ⅰ）
Appendix Ⅱ:Questionnaire on difficulties,motivation and autonomy on IELTS Writing for non-English major（Questionnaire Ⅱ）
Appendix Ⅲ:Questionnaire on difficulties,motivation and autonomy on IELTS Writing for non-English major（Questionnaire Ⅲ）
Appendix Ⅳ:Interview Ⅰ-Ⅲ
    Interview Ⅰ
    Interview Ⅱ
    Interview Ⅲ
Appendix Ⅴ:Test Ⅰ
Appendix Ⅵ:Test Ⅱ
Appendix Ⅶ:Test Ⅲ
Acknowledgements
The list of the research papers published by author


【參考文獻】：
期刊論文
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[2]基于App技術(shù)的移動語言學(xué)習(xí)研究——以蘭州理工大學(xué)為例[J]. 康建東,史順良,牛妍.  浙江外國語學(xué)院學(xué)報. 2015(03)
[3]建構(gòu)主義教學(xué)模式視閾中的大學(xué)英語課程設(shè)計[J]. 司顯柱,趙海燕.  外語電化教學(xué). 2013(03)



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