CVI：大学生感知教师支持对英语写作能力的影响：学习投入的中介作用

研究说明与参与同意书
Study Information and Informed Consent Form
邮箱：529557334@qq.com
研究者（Researcher）： 伍丰
单位（University）： Universiti Sains Malaysia (USM)
指导老师（Supervisor）：DR. SAMAH ALI MOHSEN MOFREH
评审日期（Date）： 2026.07.25
尊敬的专家您好：
感谢您参与本研究问卷的内容效度（Content Validity Index, CVI）评审。本问卷已经根据您上次的定性意见对题项内容做了调整，旨在衡量大学英语专业学生的英语写作能力与相关心理因素。
请您根据以下四点评分标准，对每个题项与其所测维度（construct）的相关性（relevance）进行评分。
1=不相关（Not relevant）
2=较不相关（Somewhat relevant）
3=较相关（Quite relevant）
4=非常相关（Highly relevant）
请在每一题后圈出或勾选您认为合适的分值。若题项表述不清或有改进建议，请在“修改意见”栏中写出您的建议。

Dear Expert,
Thank you for participating in the Content Validity Index (CVI) review for this research questionnaire. The questionnaire items have been revised based on the qualitative review you previously provided; the instrument aims to measure the English writing ability and relevant psychological factors of university English majors.
Please rate the relevance of each item to its corresponding construct based on the following four-point scale:
1 = Not relevant
2 = Somewhat relevant
3 = Quite relevant
4 = Highly relevant
Please circle or check the score you deem appropriate for each item. If an item is unclear or if you have suggestions for improvement, please provide your comments in the "Revision Suggestions" column.


1. 您的姓名：
2. 您的职称和学位：
3. 您的专业领域：
4. 您的工作单位：
5. 您的邮箱：
6.

外语写作教师支持问卷

专家您好:

本问卷旨在了解大学生在大学英语写作课堂中对教师支持的感受。共有24个题项，四个维度：分别为：情感支持(ES)，教学支持（ISS），反馈支持(AS)，信息支持(IFS)。

对以下陈述的同意程度进行选择。

评分标准 (Scale):

请您根据以下四点评分标准，对每个题项与其所测维度（construct）的相关性（relevance）进行评分。

  • 1
  • 2
  • 3
  • 4
ES：My English writing teacher really understands my feelings about learning to write in English.
ES：My English writing teacher carefully listens to my concerns about learning to write in English.
ES： English writing teacher cares about my progress in English writing.
ES：I feel that my English writing teacher is friendly.
ISS：My English writing teacher gives me extra help with English writing when I need it.
ISS：My English writing teacher gives me opportunities to express my opinions in English writing class.
ISS：My English writing teacher devotes enough time to discuss issues related to learning to write in English with me.
ISS：My English writing teacher uses classroom activities that make learning to write in English enjoyable.
ISS：My English writing teacher organizes group and pair work to help me improve my writing.
ISS：My English writing teacher devotes sufficient time to review my writing.
ISS：My English writing teacher is available when I need assistance with English writing.
AS：My English writing teacher tells me how well I am doing in English writing.
AS：My English writing teacher gives me feedback on my strengths and weaknesses in English writing.
AS：My English writing teacher discusses my progress in English writing with me.
AS：My English writing teacher provides me with valuable feedback on my English writing performance.
AS：My English writing teacher helps me evaluate the factors affecting my progress in English writing.
AS：My English writing teacher helps me identify my strengths and weaknesses in English writing.
IFS：My English writing teacher provides me with additional examples or explanations when I do not understand a point related to English writing.
IFS：My English writing teacher tells me what I need to do to improve my English writing.
IFS：My English writing teacher tells me how to use additional resources to improve my English writing.
IFS：My English writing teacher provides me with sufficient information about the use of English writing in academic and professional settings.
IFS：My English writing teacher gives me a clear understanding of the process of learning to write in English.
IFS：My English writing teacher gives me information about how to learn to write in English successfully.
IFS：My English writing teacher provides me with valuable information about how to use different writing resources, such as electronic dictionaries, writing websites, model essays, and reference materials.
7.

专家总体评价：您认为以上题项是否能有效代表“外语写作教师支持”的四个维度：1.情感支持 2.教学支持 3.反馈支持 4.信息支持？您是否建议增加、合并或删除某些题项？

8.

英语写作学习参与度问卷

专家您好：

本问卷旨在了解大学生英语写作学习参与度。共有9个题项，3个维度：分别为行为投入(BE)、情感投入(EE)、认知投入(CE)。

评分标准 (Scale):

请您根据以下四点评分标准，对每个题项与其所测维度（construct）的相关性（relevance）进行评分。

  • 1
  • 2
  • 3
  • 4
BE: When I have difficulty understanding a writing task, I stay focused until I understand what to do.
BE: I put effort into learning in my English writing class.
BE: I keep trying in my English writing class even when a writing task is difficult.
EE: I look forward to my English writing class.
EE: I enjoy learning new things about English writing in class.
EE: I have positive feelings about my English writing class.
CE: In my English writing class, I think about different ways to solve problems related to writing.
CE: I try to connect what I am learning in my English writing class with what I have learned before.
CE: I try to understand the mistakes I make in my English writing class.
9.

专家总体评价：您认为以上题项是否能有效代表“英语写作学习参与度”的3个维度：行为投入、情感投入、认知投入？您是否建议增加、合并或删除某些题项？

10.

英语写作能力自评问卷

评专家您好：

本问卷旨在了解大学生英语写作能力的自我评价。共有15个题项，3个维度：分别为Content（内容与任务完成）、Organization（篇章结构与连贯性）、Language Use（语言使用能力）。

评分标准 (Scale):

请您根据以下四点评分标准，对每个题项与其所测维度（construct）的相关性（relevance）进行评分。

  • 1
  • 2
  • 3
  • 4
CON我能在写作中清晰地表达中心思想。
CON我能在写作中清晰地呈现重要或具体的信息。
CON我能就熟悉的话题表达自己的观点或情感。
CON我能用证据支持自己的观点。
CON我能用日常生活和学习中的实例解释或说明自己的观点。
ORG我能确保写作内容紧扣既定主题。
ORG我能合理安排文章的开头、发展和结尾。
ORG我能按照时间、空间或主次关系等组织写作内容，使文章具有逻辑性。
ORG我能构建并组织段落，使之形成连贯的篇章。
ORG我能使用恰当的词语或短语（如 to begin with、to conclude）表明文章各段落之间的联系。
LU我能在写作中正确使用常用词汇。
LU我能在写作中正确运用常见的语法规则。
LU我能根据表达需要使用恰当的句式结构。
LU我能在写作中恰当地使用标点符号。
LU我能使用连接词来体现句子间的逻辑关系。
11.

专家总体评价：您认为以上题项是否能有效代表“大学生英语写作能力的自我评价”的3个维度：Content（内容与任务完成）、Organization（篇章结构与连贯性）、Language Use（语言使用能力）？您是否建议增加、合并或删除某些题项？

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