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数字化作业平台支持下小学英语学习体验及其影响机制研究

Students’ Learning Experience with Online Homework Platforms in Primary School English Learning

柳媚, 史媛媛

Education Study / 2026,8(3): 275-282 / 2026-04-03 27 20

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• Information:

  江苏大学教师教育学院，镇江

• Keywords:
  Online homework platforms; Primary school English; Learning experience; Language learning support; Selfdirected learning
  在线作业平台; 小学英语; 使用体验; 语言学习支持; 自主学习
• Abstract: In the context of educational digitalization, online homework platforms have become an important extension of English teaching in primary schools, yet their influence on learners’ learning experience and language learning support remains underexplored. Drawing on the Technology Acceptance Model and the Information Systems Success Model, and situated within the context of English language learning, this study adopts a mixed-methods approach combining questionnaire survey and teacher interviews to examine primary school students’ learning experience with English online homework platforms and its influencing mechanisms. Questionnaire data were collected from 260 fifth- and sixth-grade students. The results show that students’ overall learning experience with online homework platforms is at a moderately high level. They report relatively positive perceptions of the platforms’ support for listening and speaking practice, learning convenience, and learning value, while expressing certain concerns regarding information security and system stability. System quality and information quality exert significant direct effects on overall learning experience and also influence learners’ perceptions indirectly by shaping expectations, perceived quality, and perceived value, while reducing perceived risk. Learner-related factors show the strongest effect on learning experience, highlighting the crucial role of learner autonomy in technology-supported English learning environments. In contrast, external support factors such as teacher guidance and parental supervision do not directly predict students’ learning experience, and their effects may operate through indirect pathways. The findings suggest that the value of online homework platforms in primary English education lies not only in improving homework management efficiency, but more importantly in expanding opportunities for language input and output and providing sustained support for learners’ learning processes. 在教育数字化背景下，在线作业平台逐渐成为小学英语课堂教学的重要延伸，其对学习者使用满意度与语言学习支持方式的影响有待深入探讨。本研究基于技术接受理论与信息系统成功模型，并结合外语学习情境特点，采用问卷调查与教师访谈相结合的混合研究方法，对260名小学五六年级学生使用英语在线作业平台的使用满意度及其影响机制进行了实证分析。研究结果表明：学生对在线作业平台的整体使用满意度处于中等偏上水平，对其在听说训练支持、学习便利性与学习价值方面评价较高，但在信息安全（如身份信息、学习数据等）与系统稳定性方面仍存在一定顾虑；系统质量与信息质量不仅直接影响学生的整体使用满意度，还通过影响学习者期望、感知质量与感知价值等因素间接发挥作用，并在一定程度上降低学习过程中的感知风险；学习者自我因素对使用满意度的影响最为显著，凸显了自主学习能力在技术支持的英语学习环境中的关键作用；教师与家长等外部支持因素未对使用满意度产生直接影响，其作用可能通过间接路径发挥。研究表明，在线作业平台在小学英语教学中的价值不仅体现在作业管理效率上，更体现在其对语言输入与输出机会的拓展及对学习过程的持续支持。
• DOI: 10.35534/es.0803052 (registering DOI)
• Cite: 柳媚，史媛媛．数字化作业平台支持下小学英语学习体验及其影响机制研究［J］．教育研讨，2026，8（3）：275-282．