Title Page
Abstract
Contents
Chapter 1. Introduction 17
Chapter 2. Literature Review 29
2.1. Background of Theory Research 29
2.2. The Affordance Theory 31
2.3. Development of Sociocultural Theory and Internalization Theory 37
2.4. Current Situation of Internalization Theory Research 42
Chapter 3. Methodology 46
3.1. Introduction 46
3.2. Research Questions 48
3.3. Research Object 49
3.4. Research Process 50
3.5. Research Design 53
3.5.1. Theoretical Framework and Methods 55
3.5.2. Research Process 57
3.5.3. Research Subjects 66
3.5.4. Instructional Design 70
3.5.5. Research Methods 73
3.5.6. Analysis Tools: Narrative Text, Questionnaire, and Composition Test 93
Chapter 4. Results and Discussion 99
4.1. Dimensional Analysis of Learning Motivation, Affordance Status, Initiative, and Autonomous Learning Ability 100
A. Dimensional Analysis of Learning Motivation 100
B. Dimensional Analysis of Affordance Status 110
C. Dimensional Analysis of Initiative 120
D. Dimensional Analysis of Self-Autonomous Learning Ability (LA) 130
E. The correlation between the three dimensions of learning motivation, Initiative and LA, and the dimension of affordance status 142
4.2. Construction of the Extraction Model of Ecological Affordance 143
4.2.1. Model Establishment 143
4.2.2. Analysis of Feature Extraction Model Construction 144
4.3. Changes in the Writing Level of Students 155
(1) Differences in the pre-test scores between the ecological task class and the natural class 156
(2) Differences and changes in the post-test writing scores between the ecological task class and the natural class 158
(3) Differences in the pre-and post-test scores of the ecological task class and the natural class 160
(4) Analysis of students' writing scores 162
4.4. Changes in Student English Learning Motivation, Initiative, LA, and the Affordance Status of Student Transformation 163
4.5. Correlation between the Writing Performance, Student Transformation, and Affordance Status 166
4.6. Discussion 173
Chapter 5. Conclusion 177
5.1. Revisiting the Research Interest 177
5.2. Knowledge Internalization Mechanism 179
5.3. The Ecological Teaching Improving Internalized Positive Affordance 183
5.4. Writing Performances Closely Related to Student Internalized Affordance 187
5.5. Ecological Teaching Improves Student Writing Skills 191
References 195
Appendices 213
Appendix A. Questionnaire-Initial version 213
Appendix B. Questionnaire-Final version 223
Appendix C. List of data collection procedures for empirical research 234
Appendix D. Comparative analysis table of pre-test frequency between control group and experimental group 241
Appendix E. Comparative analysis table of post-test frequency between control group and experimental group 246
Appendix F. Comparative analysis table of pre-test frequency between control group and experimental group 250
Appendix G. Comparative analysis table of post-measurement frequency between control group and experimental group 253
Appendix H. Comparative analysis table of pre-test frequency between control group and experimental group 256
Appendix I. Comparative analysis table of post-measurement frequency between control group and experimental group 261
Appendix J. Conceptual framework of English knowledge internalization mechanism from the perspective of ecological affordance 266
Table 1. Overview of survey content, reference theoretical framework, specific survey content and research methods 56
Table 2. Focus Student Profiles 68
Table 3. List of contents collected from historical narrative text data for learning 76
Table 4. Questionnaire reliability analysis results 90
Table 5. KMO and Bartlett's test results 91
Table 6. Total variance explained 92
Table 7. Summary of the survey data collection process 97
Table 8. Pre-test independent sample test of the control group and experimental group 106
Table 9. Post-test independent sample test of control group and experimental group 107
Table 10. Paired difference sample test of pre-test and post-test of the control group and the experimental group 109
Table 11. Pre-test independent sample test for control group and experimental group 115
Table 12. Post-test independent sample test for the control group and experimental group 117
Table 13. Paired difference sample T-test of pre-test and post-test of the control group and the experimental group 118
Table 14. Pre-test independent sample test for control group and experimental group 126
Table 15. Post-test independent sample test in control group and experimental group 128
Table 16. The paired difference sample test of pre-test and post-test of Control group and experimental group 129
Table 17. Comparative analysis of pre-test frequency between experimental group and control group 131
Table 18. Post-test comparative analysis between the experimental group and the control group 135
Table 19. Pre-test independent sample test of the control group and experimental group 138
Table 20. Post-test independent sample t-test in the control group and experimental group 139
Table 21. Paired difference sample t-test of pre-test and post-test of the control group and the experimental group 141
Table 22. The correlation between learning motivation, motivation, LA, and affordance status 142
Table 23. Component eigenvalues of the ecological affordance characteristic questionnaire 146
Table 24. Explanation of total variance for extraction of ecological affordance characteristic factors 147
Table 25. Loading matrix of ecological affordance characteristic factors 150
Table 26. Factor loading matrix after rotation 151
Table 27. List of related parameters of each factor and corresponding measurement statement 153
Table 28. Comparison of pre-test writing scores between the "ecological" task class and the natural class 156
Table 29. Independent sample test of pre-test writing scores in the ecological task class and the nature class 157
Table 30. Comparison of post-test writing scores between the "ecological" task class and the natural class 158
Table 31. Independent sample test of post-test writing scores in the "ecological" task class and the natural class 159
Table 32. Paired sample t-test of pre- and post-test writing scores in the "ecological" task class and the natural class 161
Table 33. Comparative analysis of the scores of the pre-test and post-test of the "ecological" task class and the natural class 164
Table 34. Correlations between the writing performance of the "ecological" task class and students' learning motivation, initiative, LA, and affordance 167
Table 35. Correlation between writing performance and inter-psychological affordances factor and intra-psychological affordances factor 169
Table 36. Linear regression analysis of variance table ANOVA 171
Table 37. Estimation and significance test of linear regression coefficients of writing performance, inter-psychological affordances factor and intra-psychological... 172
Figure 1. The particular operation processes 144