| Since the beginning of COVID-19,online learning has become the major way of learning Chinese,which puts forward higher requirements for Chinese as a second language learners’ online self-regulated learning ability.In view of this learning method or will last for a long time,and there are few studies on online self-regulated learning ability in the field of Chinese as a second language teaching,the research on Chinese as a second language learners’ online self-regulated learning ability and its influencing factors is of great significance.This study mainly explores the status,characteristics and influencing factors of Chinese as a second language learners’ online self-regulated learning ability by means of questionnaire and interview.The questionnaire mainly consists of two parts.The Chinese as a Second Language Learners’ Online Self-regulated Learning Ability Questionnaire is revised according to the maturity scale prepared by Barnard et al.(2009).The Questionnaire on Factors Influencing Chinese as a Second Language Learners’ Online Self-regulated Learning Ability adopts the parts on Self-efficacy,Teacher factors,Learning conditions and Network resources in the maturity scale prepared by pintrich(1990),Li Xingrong et al.(2009)and Zhai Xuge(2009).There were 141 valid questionnaires in this study.SPSS27.0 was used to process the questionnaire data,and some research objects were selected for in-depth interviews based on the questionnaire situation.Combined with the results of data analysis and interview,the following conclusions are drawn:(1)The revised Chinese as a Second Language Learners’ Online Self-regulated Learning Ability Questionnaire consists of 22 items,which are mainly composed of six dimensions: learning strategy,goal setting,environment construction,help seeking,time management and self-evaluation.The reliability and validity of the questionnaire are good.(2)Chinese as a second language learners’ online self-regulated learning ability surveyed in this paper is generally above the middle level.(3)In this study,there are significant differences in Chinese as a second language learners’ online self-regulated learning ability in gender,education category and learning time in China.There is no significant difference in three aspects: age,learning time and HSK level.(4)Self-efficacy,teacher factors,learning conditions,network resources and online self-regulated learning ability are positively correlated.(5)Self-efficacy plays a partial mediating role among teacher factors,learning conditions,network resources and online self-regulated learning ability.According to the above research conclusions,this paper puts forward some suggestions to promote the development of Chinese as a second language learners’ online self-regulated learning ability from three aspects: Online Chinese teachers,online learning environment and Chinese as a second language learners:(1)change ideas,care and cultivate learners’ ability to use learning strategies;(2)Strong hardware and excellent resources to improve learners’ ability to use the learning environment;(3)Attach importance to evaluation and seek help to enhance learners’ self-efficacy and activation ability. |
