earticle

영어

The current study employs a cross-sectional survey to investigate whether Chinese university students were fully e-ready after three years of full-scale online English instruction and their willingness to continue this mode in the post-pandemic era. It also explores the potential mediating roles of foreign language enjoyment (FLE) and burnout in shaping the relationship between readiness and continuance intention in the EFL online setting. A total of 447 Chinese university students participated in the questionnaire survey and data were analyzed using SPSS 26 and structural equation modeling with Amos 26. The main findings revealed that Chinese students rated their readiness and intention to continue learning English online similarly at a moderate level. Students’ readiness was positively linked to FLE and continuance intention and negatively linked to burnout. However, the correlation between burnout and continuance intention was statistically insignificant and negative. Additionally, FLE mediated the relationship between readiness and continuance intention, while burnout showed no mediating effect. This study suggests prioritizing pedagogical design, enhancing students’ experience of FLE, and regularly updating professional development programs for improved teaching with technology, ultimately facilitating greater L2 achievement and well-being.

중국어

本研究采用横断面调查的方法，探讨中国大学生在经过三年的全面线上英语教学后是否已做好 充分的线上学习准备，以及他们是否愿意在后疫情时代继续这种教学模式。本研究还探讨了外 语愉悦（FLE）和外语倦怠在学生线上学习准备度与继续学习意愿之间关系的潜在中介作用。 共有 447 名中国大学生参与了问卷调查，数据采用 SPSS 26 和 Amos 26 结构方程模型进行分析。 主要研究结果显示，中国学生对线上英语学习的准备度和继续学习意愿类似，均处于中等水平。 学生准备度与外语愉悦和继续学习意愿呈正相关，与外语倦怠呈负相关。然而，外语倦怠与线 上继续学习意愿之间的相关性在统计上并不显著，而且是负相关。此外，外语愉悦在线上学习 准备度和继续学习意愿之间起到了中介作用，而外语学习倦怠则没有起到中介作用。本研究建 议优先考虑教学设计，增强学生对外语愉悦的体验，并定期更新教师培训内容，辅助教师完善 线上教学，最终提升学生外语学业成绩及幸福感。