The Effects of Online Role-play Teaching Practice on Learners’ Availability for Resources

Abstract

With the support of mobile Internet, artificial intelligence, and other technologies, online teaching bridges the shortcomings of traditional class teaching patterns and considerably helps to achieve the high-quality development of education. Role-playing, as a critical teaching practice, is intended to ensure experiential learning in various circumstances by improving the efficiency and availability for educational resources. A questionnaire to explore the effect of online role-playing teaching practice on learners’ availability for resources was designed. Students majoring in scientific English from three colleges and universities in Xi'an, Shaanxi Province of China were selected as the survey object to analyze the impacts of the role-playing teaching method on self-planning, self-monitoring, self-regulation, and self-evaluation of learning resource utilization. The effects of students’ self-efficacy as the intermediary variable and teachers’ professional title as the moderating variable were also measured. Meanwhile, differences in gender, grade, and familiarity time for the role-playing teaching method on the utilization of learning resources were analyzed. Results show that the questionnaire designed in this study has a good reliability coefficient of 0.927; the AVE and CR values show that the questionnaire has good aggregate and discriminant validities; selfefficacy mediates the effect in the role-playing teaching method and can effectively improve the utilization of learning resources; teachers’ professional titles regulate the role-playing teaching method, which can effectively improve learners’ utilization of learning resources; role-playing teaching method has a significant impact on learners’ self-planning, self-monitoring, self-regulation, and self-evaluation of using of learning resources; and gender and role-playing teaching method familiarity cause significant differences in the utilization of learning resources. Findings can help to grasp the essence of role-playing teaching method, build a teacher-led and student-centered classroom teaching model, provide teachers with more scientific and effective guidance, and improve students' autonomous learning effect and learning resources.