東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Teacher Autonomy Support for Young B...

Hwang, Hyun-Bin,

Linked to FindBook

Google Book

Amazon

博客來

Teacher Autonomy Support for Young Beginners' App-Based Language Learning Beyond the Classroom: A Self-Determination Theory Perspective /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Autonomy Support for Young Beginners' App-Based Language Learning Beyond the Classroom: A Self-Determination Theory Perspective // Hyun-Bin Hwang.
Author:	Hwang, Hyun-Bin,
Description:	1 electronic resource (127 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-09, Section: A.
Contained By:	Dissertations Abstracts International86-09A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31838845
ISBN:	9798310154278

Teacher Autonomy Support for Young Beginners' App-Based Language Learning Beyond the Classroom: A Self-Determination Theory Perspective /
Hwang, Hyun-Bin,

Teacher Autonomy Support for Young Beginners' App-Based Language Learning Beyond the Classroom: A Self-Determination Theory Perspective /Hyun-Bin Hwang. - 1 electronic resource (127 pages)

Source: Dissertations Abstracts International, Volume: 86-09, Section: A.

With the importance of second language (L2) learning beyond the classroom (e.g., Reinders et al., 2022), language learning apps (e.g., Mango Languages, Duolingo) have shown potential for promoting self-directed L2 learning. Despite research indicating a positive relationship between the extent of in-app activities and L2 proficiency gains (e.g., Loewen et al., 2020), high attrition rates pose a significant challenge to this learning method in self-study contexts (Hwang et al., 2024). Thus, teacher support is crucial for developing learners' agency in their independent use of technology out of class (Godwin-Jones, 2019).In self-determination theory (SDT, Ryan & Deci, 2017; Noels et al. 2019a in L2 contexts), autonomy-a fundamental human psychological need-refers to a sense of volition and self-endorsement in one's action. When this need is satisfied, learners take ownership of their own learning and engage in activities out of interest and enjoyment. This, in turn, leads to greater learning success and well-being. In this dissertation, I explored how teachers can support L2 learners' autonomy need for app-based language learning out of class, thereby influencing their app engagement, app usage, and L2 learning. Particularly, the study examined the moderating role of learners' initial motivation for English learning in this process.Additionally, recognizing the potential influence of socio-ecological structures, I investigated the implementation of app-based language learning in South Korea's distinctive educational context. In South Korea, the high-stakes nature of English tests often leads learners to rely on hagwons-for-profit, private educational institutions. Within this landscape, language learning apps are one of many resources available for English learning. Building on this, I explored whether learners' perceived opportunity cost of using language learning apps (i.e., the sense of sacrificing other valued learning activities to use apps) affects their out-of-class app usage, and how teacher autonomy support can help mitigate this perceived opportunity cost.Participants were seventh-grade beginner learners (N = 258) in South Korea. While learners independently used a commercially available language learning app over 13 weeks, their teachers provided Reeve and Cheon's (2021) autonomy-supportive instructional behaviors to enhance out-of-class app usage. Using questionnaires, I measured learners' (a) initial L2 motivation, (b) perceived teacher autonomy support, (c) autonomy need satisfaction, (d) app engagement (behavioral, emotional, cognitive, and agentic dimensions), and (e) perceived opportunity cost. Additionally, in-app usage and learning gain data were collected.Using structural equation modeling, I conducted mediation and moderated mediation analyses, revealing three key findings: (1) greater app usage positively predicted vocabulary learning gains; (2) teacher autonomy support indirectly increased app usage by enhancing autonomy need satisfaction and reducing perceived opportunity cost; and (3) teacher autonomy support was effective even for learners with controlled L2 motivation.These findings suggest that classroom-based autonomy support encourages L2 learners to use technology beyond the classroom and builds their resilience against disengagement from it, enabling sustained self-directed L2 learning. Pedagogical implications are discussed regarding the importance of creating a structured learning climate to ensure consistent and reliable teacher autonomy support.

English

ISBN: 9798310154278Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

App-based language learning

Teacher Autonomy Support for Young Beginners' App-Based Language Learning Beyond the Classroom: A Self-Determination Theory Perspective /
LDR:05119nmm a22004333i 4500 001 2433227
005 20250825104028.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798310154278
035 $a (MiAaPQD)AAI31838845
035 $a AAI31838845
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Hwang, Hyun-Bin, $e author. $0 (orcid)0000-0001-6403-0805 $3 3822756
245 1 0 $a Teacher Autonomy Support for Young Beginners' App-Based Language Learning Beyond the Classroom: A Self-Determination Theory Perspective / $c Hyun-Bin Hwang.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (127 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-09, Section: A.
500 $a Advisors: Loewen, Shawn Committee members: Polio, Charlene; Winke, Paula; Godfroid, Aline; Suzuki, Yuichi.
502 $b Ph.D. $c Michigan State University $d 2025.
520 $a With the importance of second language (L2) learning beyond the classroom (e.g., Reinders et al., 2022), language learning apps (e.g., Mango Languages, Duolingo) have shown potential for promoting self-directed L2 learning. Despite research indicating a positive relationship between the extent of in-app activities and L2 proficiency gains (e.g., Loewen et al., 2020), high attrition rates pose a significant challenge to this learning method in self-study contexts (Hwang et al., 2024). Thus, teacher support is crucial for developing learners' agency in their independent use of technology out of class (Godwin-Jones, 2019).In self-determination theory (SDT, Ryan & Deci, 2017; Noels et al. 2019a in L2 contexts), autonomy-a fundamental human psychological need-refers to a sense of volition and self-endorsement in one's action. When this need is satisfied, learners take ownership of their own learning and engage in activities out of interest and enjoyment. This, in turn, leads to greater learning success and well-being. In this dissertation, I explored how teachers can support L2 learners' autonomy need for app-based language learning out of class, thereby influencing their app engagement, app usage, and L2 learning. Particularly, the study examined the moderating role of learners' initial motivation for English learning in this process.Additionally, recognizing the potential influence of socio-ecological structures, I investigated the implementation of app-based language learning in South Korea's distinctive educational context. In South Korea, the high-stakes nature of English tests often leads learners to rely on hagwons-for-profit, private educational institutions. Within this landscape, language learning apps are one of many resources available for English learning. Building on this, I explored whether learners' perceived opportunity cost of using language learning apps (i.e., the sense of sacrificing other valued learning activities to use apps) affects their out-of-class app usage, and how teacher autonomy support can help mitigate this perceived opportunity cost.Participants were seventh-grade beginner learners (N = 258) in South Korea. While learners independently used a commercially available language learning app over 13 weeks, their teachers provided Reeve and Cheon's (2021) autonomy-supportive instructional behaviors to enhance out-of-class app usage. Using questionnaires, I measured learners' (a) initial L2 motivation, (b) perceived teacher autonomy support, (c) autonomy need satisfaction, (d) app engagement (behavioral, emotional, cognitive, and agentic dimensions), and (e) perceived opportunity cost. Additionally, in-app usage and learning gain data were collected.Using structural equation modeling, I conducted mediation and moderated mediation analyses, revealing three key findings: (1) greater app usage positively predicted vocabulary learning gains; (2) teacher autonomy support indirectly increased app usage by enhancing autonomy need satisfaction and reducing perceived opportunity cost; and (3) teacher autonomy support was effective even for learners with controlled L2 motivation.These findings suggest that classroom-based autonomy support encourages L2 learners to use technology beyond the classroom and builds their resilience against disengagement from it, enabling sustained self-directed L2 learning. Pedagogical implications are discussed regarding the importance of creating a structured learning climate to ensure consistent and reliable teacher autonomy support.
546 $a English
590 $a School code: 0128
650 4 $a Education. $3 516579
650 4 $a English as a second language. $3 516208
650 4 $a Foreign language instruction. $3 3541319
653 $a App-based language learning
653 $a Autonomy support
653 $a Mobile-assisted language learning
653 $a Self-determination theory
653 $a Technology-enhanced language learning
690 $a 0444
690 $a 0515
690 $a 0441
710 2 $a Michigan State University. $b Second Language Studies - Doctor of Philosophy. $e degree granting institution. $3 3822757
720 1 $a Loewen, Shawn $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-09A.
790 $a 0128
791 $a Ph.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31838845