Pub Date : 2025-12-01DOI: 10.1016/j.lcsi.2025.100959
Jan Ole Størup , Jacob Klitmøller
Teachers play a pivotal role in scaffolding pupils' learning, but scaffolding does not always unfold as intended. This study explores how pupils in Danish lower secondary school co-construct and navigate misaligned teacher scaffolding during project work. Drawing on Cultural-Historical Activity Theory, Positioning Theory, and research on classroom dialogue and scaffolding, we analyse how teachers shape pupils' information literacy practices, both through dialogic interactions and in pupils' negotiations of teachers' practices. Based on ethnographic fieldwork, including participant observations, audio-recorded classroom dialogue, and interviews with 8th grade pupils, our findings illustrate how attempted scaffolding can become misaligned due to the entanglement of teacher authority, pupils' motives, and positioning in (dialogic) practice. We identify three recurring teacher positions: the teacher as blind guide, barrier, and auditor – each influencing pupils' agency and learning trajectories in different ways. We argue that a nuanced understanding of these dynamics is crucial for understanding and fostering dialogic scaffolding practices in increasingly complex educational settings.
{"title":"“They don't really know what we're talking about”","authors":"Jan Ole Størup , Jacob Klitmøller","doi":"10.1016/j.lcsi.2025.100959","DOIUrl":"10.1016/j.lcsi.2025.100959","url":null,"abstract":"<div><div>Teachers play a pivotal role in scaffolding pupils' learning, but scaffolding does not always unfold as intended. This study explores how pupils in Danish lower secondary school co-construct and navigate misaligned teacher scaffolding during project work. Drawing on Cultural-Historical Activity Theory, Positioning Theory, and research on classroom dialogue and scaffolding, we analyse how teachers shape pupils' information literacy practices, both through dialogic interactions and in pupils' negotiations of teachers' practices. Based on ethnographic fieldwork, including participant observations, audio-recorded classroom dialogue, and interviews with 8th grade pupils, our findings illustrate how attempted scaffolding can become misaligned due to the entanglement of teacher authority, pupils' motives, and positioning in (dialogic) practice. We identify three recurring teacher positions: the teacher as <em>blind guide</em>, <em>barrier</em>, and <em>auditor</em> – each influencing pupils' agency and learning trajectories in different ways. We argue that a nuanced understanding of these dynamics is crucial for understanding and fostering dialogic scaffolding practices in increasingly complex educational settings.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100959"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-10DOI: 10.1016/j.lcsi.2025.100958
Ling Li , Xiaoyue Zhang , Bin Zou , Qin Yang
This sequential explanatory mixed-methods study examines the effects of AI-mediated pronunciation interaction on the pronunciation skills of English as a Foreign Language (EFL) learners, as well as its influence on foreign language anxiety and enjoyment, framed within Vygotsky's sociocultural theory. Learners' attitudes toward AI-mediated pronunciation activities were also qualitatively explored. Participants (N = 100) were divided into an experimental group (N = 51), who engaged in AI-mediated interactive speaking activities using EAP TALK, and a control group (N = 49), who participated in peer-mediated pronunciation tasks via WeChat. Quantitative data were collected through a pronunciation test and an EFL anxiety and enjoyment scale, and analyzed using paired and independent samples t-tests along with ANCOVA. Qualitative data were derived from individual reflective reports and analyzed thematically. Results indicated that both groups improved their pronunciation proficiency and enjoyment, but the experimental group showed significantly greater gains in these areas. The sociocultural analysis revealed that AI-mediated tools served as digitally embedded more knowledgeable others, offering adaptive scaffolding aligned with Vygotsky's Zone of Proximal Development (ZPD). Moreover, peer-mediated learning also facilitated meaningful linguistic interaction and emotional support, though the quality of feedback varied across groups. While learners generally expressed positive attitudes toward AI-mediated instruction, they also reported challenges related to speech recognition and feedback accuracy. These findings highlight the complementary strengths of AI- and peer-mediated approaches, offering practical implications for the integration of technology-enhanced pronunciation instruction in EFL contexts.
{"title":"AI partner or peer partner? Exploring AI-mediated interaction in EFL pronunciation from a socio-cultural perspective","authors":"Ling Li , Xiaoyue Zhang , Bin Zou , Qin Yang","doi":"10.1016/j.lcsi.2025.100958","DOIUrl":"10.1016/j.lcsi.2025.100958","url":null,"abstract":"<div><div>This sequential explanatory mixed-methods study examines the effects of AI-mediated pronunciation interaction on the pronunciation skills of English as a Foreign Language (EFL) learners, as well as its influence on foreign language anxiety and enjoyment, framed within Vygotsky's sociocultural theory. Learners' attitudes toward AI-mediated pronunciation activities were also qualitatively explored. Participants (<em>N</em> = 100) were divided into an experimental group (<em>N</em> = 51), who engaged in AI-mediated interactive speaking activities using EAP TALK, and a control group (<em>N</em> = 49), who participated in peer-mediated pronunciation tasks via WeChat. Quantitative data were collected through a pronunciation test and an EFL anxiety and enjoyment scale, and analyzed using paired and independent samples <em>t</em>-tests along with ANCOVA. Qualitative data were derived from individual reflective reports and analyzed thematically. Results indicated that both groups improved their pronunciation proficiency and enjoyment, but the experimental group showed significantly greater gains in these areas. The sociocultural analysis revealed that AI-mediated tools served as digitally embedded more knowledgeable others, offering adaptive scaffolding aligned with Vygotsky's Zone of Proximal Development (ZPD). Moreover, peer-mediated learning also facilitated meaningful linguistic interaction and emotional support, though the quality of feedback varied across groups. While learners generally expressed positive attitudes toward AI-mediated instruction, they also reported challenges related to speech recognition and feedback accuracy. These findings highlight the complementary strengths of AI- and peer-mediated approaches, offering practical implications for the integration of technology-enhanced pronunciation instruction in EFL contexts.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100958"},"PeriodicalIF":1.8,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-08DOI: 10.1016/j.lcsi.2025.100957
Niklas Pramling , Maria Simonsson , Martina Norling
This article investigates how different forms of knowledge are actualised during read-aloud activities in preschool. More specifically, informed by the distinction between two fundamental modes of knowledge or sensemaking, narrative and paradigmatic, we analyse how the latter (typified by scientific discourse) comes to the fore and is responded to during read-aloud activities when a book about a technological problem is read, discussed, and further followed up in a Swedish preschool setting. The empirical data consists of video observations. Theoretically, the study builds on a sociocultural perspective that conceptualises learning in terms of the appropriation of cultural tools and practices. What tools (e.g., forms of knowledge) and practices (e.g. read-aloud ones) children encounter and are supported in appropriating during their early education therefore emerge as critical to their development. This interest informs the overarching research project into read-aloud practices in preschool of which the present study forms a part. The results show that paradigmatic knowledge (here in the form of technology) is generally rendered and responded to in a narrative way. However, the ensuing talk can be characterised as a form of hybrid discourse between these modes. The pros and cons of such discourse mixing is discussed in terms of their implications for children's learning.
{"title":"Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for the further learning and education of children","authors":"Niklas Pramling , Maria Simonsson , Martina Norling","doi":"10.1016/j.lcsi.2025.100957","DOIUrl":"10.1016/j.lcsi.2025.100957","url":null,"abstract":"<div><div>This article investigates how different forms of knowledge are actualised during read-aloud activities in preschool. More specifically, informed by the distinction between two fundamental modes of knowledge or sensemaking, narrative and paradigmatic, we analyse how the latter (typified by scientific discourse) comes to the fore and is responded to during read-aloud activities when a book about a technological problem is read, discussed, and further followed up in a Swedish preschool setting. The empirical data consists of video observations. Theoretically, the study builds on a sociocultural perspective that conceptualises learning in terms of the appropriation of cultural tools and practices. What tools (e.g., forms of knowledge) and practices (e.g. read-aloud ones) children encounter and are supported in appropriating during their early education therefore emerge as critical to their development. This interest informs the overarching research project into read-aloud practices in preschool of which the present study forms a part. The results show that paradigmatic knowledge (here in the form of technology) is generally rendered and responded to in a narrative way. However, the ensuing talk can be characterised as a form of hybrid discourse between these modes. The pros and cons of such discourse mixing is discussed in terms of their implications for children's learning.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100957"},"PeriodicalIF":1.8,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores how Palestinian Arab teachers in Israel navigate the intersection of cultural orientations, empathy, and emotion regulation in classroom management. Based on semi-structured interviews with 30 teachers from Arab public schools during the 2022–2023 school year, we used Epistemic Network Analysis (ENA) to examine how concepts like authority, care, and emotional control are linked in teachers' discourse.
Three main profiles emerged: (1) Vertical collectivism)VC(, marked by a focus on authority and conformity, where empathy was limited and emotion regulation relied mainly on suppression to maintain discipline. (2) Horizontal collectivism)HC(, emphasizing cooperation and social harmony, where empathy—both emotional and cognitive—was more prominent, and regulation was achieved through cognitive reappraisal. (3) A hybrid approach, combining hierarchical values with empathetic responsiveness, where teachers flexibly shifted between suppression and reappraisal based on context.
These patterns reflect how emotional processes are shaped by the tension between traditional norms and evolving pedagogical models. The findings highlight the need to support teachers in integrating empathy and emotion regulation within culturally grounded frameworks. Professional development programs using tools such as role-play and reflective dialogue can help teachers manage classroom dynamics effectively while respecting both authority and emotional connection.
{"title":"Teachers at the crossroads: Culture, empathy, and emotional regulation in Palestinian society in Israel","authors":"Kholoud Shanbour , Tsafrir Goldberg , Jenny Kurman","doi":"10.1016/j.lcsi.2025.100955","DOIUrl":"10.1016/j.lcsi.2025.100955","url":null,"abstract":"<div><div>This study explores how Palestinian Arab teachers in Israel navigate the intersection of cultural orientations, empathy, and emotion regulation in classroom management. Based on semi-structured interviews with 30 teachers from Arab public schools during the 2022–2023 school year, we used Epistemic Network Analysis (ENA) to examine how concepts like authority, care, and emotional control are linked in teachers' discourse.</div><div>Three main profiles emerged: (1) Vertical collectivism)VC(, marked by a focus on authority and conformity, where empathy was limited and emotion regulation relied mainly on suppression to maintain discipline. (2) Horizontal collectivism)HC(, emphasizing cooperation and social harmony, where empathy—both emotional and cognitive—was more prominent, and regulation was achieved through cognitive reappraisal. (3) A hybrid approach, combining hierarchical values with empathetic responsiveness, where teachers flexibly shifted between suppression and reappraisal based on context.</div><div>These patterns reflect how emotional processes are shaped by the tension between traditional norms and evolving pedagogical models. The findings highlight the need to support teachers in integrating empathy and emotion regulation within culturally grounded frameworks. Professional development programs using tools such as role-play and reflective dialogue can help teachers manage classroom dynamics effectively while respecting both authority and emotional connection.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100955"},"PeriodicalIF":1.8,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145418194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-24DOI: 10.1016/j.lcsi.2025.100923
Kenan Hochuli, Johanna Jud
This study investigates the dynamics of hybrid learning environments in university contexts, examining how spatial-material arrangements influence interaction and engagement. Analyzing video recordings from a linguistics seminar and a mathematics lecture at the University of Zurich, we highlight the challenges faced by lecturers in managing co-presence between on-site and remote students. The research uncovers the complexities in segregating and integrating participants, revealing the inadequacies of traditional learning spaces for hybrid formats. Our findings suggest the need for architectural and technological redesigns that facilitate more inclusive and effective hybrid interactions. This study contributes essential insights into enhancing hybrid learning experiences in higher education.
{"title":"No place for remote students? Navigating transitions of hybrid co-presence in seminar rooms and lecture halls","authors":"Kenan Hochuli, Johanna Jud","doi":"10.1016/j.lcsi.2025.100923","DOIUrl":"10.1016/j.lcsi.2025.100923","url":null,"abstract":"<div><div>This study investigates the dynamics of hybrid learning environments in university contexts, examining how spatial-material arrangements influence interaction and engagement. Analyzing video recordings from a linguistics seminar and a mathematics lecture at the University of Zurich, we highlight the challenges faced by lecturers in managing co-presence between on-site and remote students. The research uncovers the complexities in segregating and integrating participants, revealing the inadequacies of traditional learning spaces for hybrid formats. Our findings suggest the need for architectural and technological redesigns that facilitate more inclusive and effective hybrid interactions. This study contributes essential insights into enhancing hybrid learning experiences in higher education.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100923"},"PeriodicalIF":1.8,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-21DOI: 10.1016/j.lcsi.2025.100946
Anna Sfard
This paper explores some of the long-term effects of the four-decades-old controversies that stirred the sciences of learning in the aftermath of what is known today as situativity research. Two metaphors for learning around which these controversies evolved, known, respectively, as the metaphors of acquisition and of participation, are revisited. It is argued that while both these tropes are productive, the metaphor of participation has been helpful in addressing some quandaries that, as long as learning was conceptualized in acquisitionist terms, escaped resolution. Using the constructs of routine and practice as units of analysis, participationism combines biological and environmental considerations, offering a solution to the quandary of situatedness. This approach highlights the interplay between stories and machines as the key to the puzzle of our human uniqueness. By portraying our recursive verbal communication as the hitherto underestimated primary player, it accounts for the human ability to complexify their practices indefinitely, and to do it in timescales much shorter than in any other species.
{"title":"Two metaphors for learning revisited: What did the participation metaphor do for us in the last four decades?","authors":"Anna Sfard","doi":"10.1016/j.lcsi.2025.100946","DOIUrl":"10.1016/j.lcsi.2025.100946","url":null,"abstract":"<div><div>This paper explores some of the long-term effects of the four-decades-old controversies that stirred the sciences of learning in the aftermath of what is known today as <em>situativity</em> research. Two metaphors for learning around which these controversies evolved, known, respectively, as the metaphors of <em>acquisition</em> and of <em>participation</em>, are revisited. It is argued that while both these tropes are productive, the metaphor of participation has been helpful in addressing some quandaries that, as long as learning was conceptualized in acquisitionist terms, escaped resolution. Using the constructs of <em>routine</em> and <em>practice</em> as units of analysis, participationism combines biological and environmental considerations, offering a solution to the quandary of situatedness. This approach highlights the interplay between stories and machines as the key to the puzzle of our human uniqueness. By portraying our recursive verbal communication as the hitherto underestimated primary player, it accounts for the human ability to complexify their practices indefinitely, and to do it in timescales much shorter than in any other species.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100946"},"PeriodicalIF":1.8,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-06DOI: 10.1016/j.lcsi.2025.100947
Satu-Maarit Korte , Minna Körkkö , Line Reichelt Føreland
Computational thinking (CT) is one of the core components of 21st-century capabilities. By linking logical and mathematical thinking with computer science, CT develops problem-solving skills for today's digital world. Hence, competence in CT is significant for students in all fields of higher education to improve their future working lives. Earlier studies suggest that collaborative programming robots and games can especially enhance CT acquisition. However, research on CT in the humanities is still scarce. Therefore, this study investigates the CT development of university students majoring in humanities fields during a pilot elective introductory CT course with collaborative activities involving Bee-Bots, Lego Mindstorms EV3 and Microsoft's Minecraft Education. Working in pairs, 12 participants wrote reflective diaries after each lecture and during their game-making assignments, which were later assessed to validate the effects of interactive programming and collaborative reflection using thematic content analysis. The findings confirm the positive influence of collaborative robotics, programming activities and reflective writing. This research adds to the growing knowledge on teaching CT and also holds practical value for curriculum developers, teacher educators and classroom teachers, who can apply these findings to create curricula and classroom activities that emphasise a wide range of CT skills, extending beyond just programming.
{"title":"Developing computational thinking skills in higher education through peer reflection on robotics and programming exercises with Bee-Bots, Lego Mindstorms EV3 and Minecraft Education","authors":"Satu-Maarit Korte , Minna Körkkö , Line Reichelt Føreland","doi":"10.1016/j.lcsi.2025.100947","DOIUrl":"10.1016/j.lcsi.2025.100947","url":null,"abstract":"<div><div>Computational thinking (CT) is one of the core components of 21st-century capabilities. By linking logical and mathematical thinking with computer science, CT develops problem-solving skills for today's digital world. Hence, competence in CT is significant for students in all fields of higher education to improve their future working lives. Earlier studies suggest that collaborative programming robots and games can especially enhance CT acquisition. However, research on CT in the humanities is still scarce. Therefore, this study investigates the CT development of university students majoring in humanities fields during a pilot elective introductory CT course with collaborative activities involving Bee-Bots, Lego Mindstorms EV3 and Microsoft's <em>Minecraft Education</em>. Working in pairs, 12 participants wrote reflective diaries after each lecture and during their game-making assignments, which were later assessed to validate the effects of interactive programming and collaborative reflection using thematic content analysis. The findings confirm the positive influence of collaborative robotics, programming activities and reflective writing. This research adds to the growing knowledge on teaching CT and also holds practical value for curriculum developers, teacher educators and classroom teachers, who can apply these findings to create curricula and classroom activities that emphasise a wide range of CT skills, extending beyond just programming.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100947"},"PeriodicalIF":1.8,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145227857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-16DOI: 10.1016/j.lcsi.2025.100935
Fatma Badem
The recent COVID-19 pandemic has prompted the integration of numerous digital teaching tools into educational practices conducted on various videoconferencing platforms with geographically dispersed learners. In video-mediated interactional settings characterized by interactional asymmetry and limited visibility of non-verbal cues (e.g., gestures, gaze, or body language), embodiment is notably one of the most affected interactional elements by the local configurations of interactional context. This restricted access to participants' embodied actions due to fractured video-frames poses challenges in maintaining intersubjectivity in video-mediated instructional activities. However, despite playing an essential role in repair, multimodal practices addressing interactional breakdowns have remained largely unexplored in online classrooms. Adopting a multimodal conversation analytic approach to the examination of 67 h of screen-recorded video-mediated English as a Foreign Language (EFL) classroom interaction, this study explores the deployment of multimodal repair initiation practices to maintain the progressivity of interaction and pedagogy. The findings show that by initiating repair through both embodied and screen-based actions to address the students' dispreferred responses, the teacher promotes self-repair and builds interactional space for the students. Revealing how self-repair -a preferred practice in most L2 pedagogical settings- can be transferable to fully online, video-mediated classroom environments, this study brings new insights into language teaching practices in such educational settings.
{"title":"Multimodal repair initiations in video-mediated EFL classroom interactions: Focus on screen-based and embodied actions","authors":"Fatma Badem","doi":"10.1016/j.lcsi.2025.100935","DOIUrl":"10.1016/j.lcsi.2025.100935","url":null,"abstract":"<div><div>The recent COVID-19 pandemic has prompted the integration of numerous digital teaching tools into educational practices conducted on various videoconferencing platforms with geographically dispersed learners. In video-mediated interactional settings characterized by interactional asymmetry and limited visibility of non-verbal cues (e.g., gestures, gaze, or body language), embodiment is notably one of the most affected interactional elements by the local configurations of interactional context. This restricted access to participants' embodied actions due to fractured video-frames poses challenges in maintaining intersubjectivity in video-mediated instructional activities. However, despite playing an essential role in repair, multimodal practices addressing interactional breakdowns have remained largely unexplored in online classrooms. Adopting a multimodal conversation analytic approach to the examination of 67 h of screen-recorded video-mediated English as a Foreign Language (EFL) classroom interaction, this study explores the deployment of multimodal repair initiation practices to maintain the progressivity of interaction and pedagogy. The findings show that by initiating repair through both embodied and screen-based actions to address the students' dispreferred responses, the teacher promotes self-repair and builds interactional space for the students. Revealing how self-repair -a preferred practice in most L2 pedagogical settings- can be transferable to fully online, video-mediated classroom environments, this study brings new insights into language teaching practices in such educational settings.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100935"},"PeriodicalIF":1.8,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-09DOI: 10.1016/j.lcsi.2025.100945
Nuntapat Supunya , Supong Tangkiengsirisin
The co-construction of intersubjectivity during disciplinary knowledge exchange among multilingual students in English-medium-instruction (EMI) programmes is intricate, expanding beyond language use to involve a range of multimodal resources employed during interactions. Such practice underpins the concept of interactional competence (IC). Despite the proliferation of IC studies advanced by conversation analysis (CA), the crystallisation of what constitutes this dynamic construct remains, necessitating methodological triangulation and a need for data-driven inquiries into its components. Central to this study was the exploration of EMI students' IC mediated through their use of resources-at-talk to co-construct intersubjectivity for knowledge acquisition during learning at a Thai university. A multimodal conversation analysis (MCA) was employed to analyse five video-recorded interactions across three months, complemented by an interpretative phenomenological analysis (IPA) of four subsequent stimulated recall interviews. Using purposive sampling, six EMI students (M = 4, F = 2) agreed to participate in this project. The inductive analyses revealed that EMI students' IC were mediated through eight interactional resources used – social actions, interactional mechanisms, linguistic knowledge, non-linguistic resources, pragmalinguistics, sociopragmatics, content knowledge, and psychological components. The analyses highlight a meaningful finding that IC appears to be psychology-driven, as evident in its influence on interlocutors' engagement, participation, and subsequent deployment of other resources. Understanding the knowledge co-construction process in EMI-student interaction brings pedagogical benefits to pre-EMI programmes, assisting them with EMI learning and real-world interactional success.
在英语教学（EMI）课程中，多语言学生之间的学科知识交流过程中，主体间性的共同构建是复杂的，它超越了语言的使用，涉及到互动过程中使用的一系列多模态资源。这种实践是互动能力（IC）概念的基础。尽管对话分析（CA）推动了IC研究的发展，但构成这种动态结构的具体内容仍然存在，这就需要方法学上的三角测量和对其组成部分的数据驱动调查。本研究的核心是探索EMI学生在泰国大学学习期间通过使用谈话资源来共同构建主体间性知识获取的IC。采用多模态对话分析（MCA）分析了三个月内的五次视频互动，并辅以随后四次刺激回忆访谈的解释性现象学分析（IPA）。通过有目的的抽样，六名EMI学生（M = 4, F = 2）同意参加这个项目。通过归纳分析发现，EMI学生的智能是通过社会行为、互动机制、语言知识、非语言资源、语用语言学、社会语用学、内容知识和心理成分这八种互动资源来调节的。分析强调了一个有意义的发现，即IC似乎是由心理驱动的，这一点从它对对话者的参与、参与以及随后对其他资源的部署的影响中可以明显看出。理解EMI与学生互动中的知识共同构建过程，可以为EMI预科课程带来教学上的好处，帮助他们学习EMI并在现实世界中取得成功。
{"title":"Exploring interactional competence of English-medium-instruction students: A multimodal conversation and interpretative phenomenological analysis","authors":"Nuntapat Supunya , Supong Tangkiengsirisin","doi":"10.1016/j.lcsi.2025.100945","DOIUrl":"10.1016/j.lcsi.2025.100945","url":null,"abstract":"<div><div>The co-construction of intersubjectivity during disciplinary knowledge exchange among multilingual students in English-medium-instruction (EMI) programmes is intricate, expanding beyond language use to involve a range of multimodal resources employed during interactions. Such practice underpins the concept of <em>interactional competence</em> (IC). Despite the proliferation of IC studies advanced by conversation analysis (CA), the crystallisation of what constitutes this dynamic construct remains, necessitating methodological triangulation and a need for data-driven inquiries into its components. Central to this study was the exploration of EMI students' IC mediated through their use of resources-<em>at-talk</em> to co-construct intersubjectivity for knowledge acquisition during learning at a Thai university. A multimodal conversation analysis (MCA) was employed to analyse five video-recorded interactions across three months, complemented by an interpretative phenomenological analysis (IPA) of four subsequent stimulated recall interviews. Using purposive sampling, six EMI students (<em>M</em> = 4, <em>F</em> = 2) agreed to participate in this project. The inductive analyses revealed that EMI students' IC were mediated through eight interactional resources used – social actions, interactional mechanisms, linguistic knowledge, non-linguistic resources, pragmalinguistics, sociopragmatics, content knowledge, and psychological components. The analyses highlight a meaningful finding that IC appears to be psychology-driven, as evident in its influence on interlocutors' engagement, participation, and subsequent deployment of other resources. Understanding the knowledge co-construction process in EMI-student interaction brings pedagogical benefits to pre-EMI programmes, assisting them with EMI learning and real-world interactional success.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100945"},"PeriodicalIF":1.8,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-08DOI: 10.1016/j.lcsi.2025.100944
Irene Vänninen , Marco Antonio Pereira Querol
Addressing complex societal challenges needs the formation of new concepts. This process is inherently collective, historical and culturally mediated. Despite the importance of concept formation, the dynamics and use of artifacts at different levels of abstraction during concept formation interventions remain poorly understood. This paper analyses the collective dynamics and content of learning moves within a Change Laboratory intervention conducted with a heterogeneous stakeholder group in the Plant Health Risk Management Network, focusing on temporal dynamics and use of instruments in concept formation. Our findings show that concept formation involves the interplay of spatial and temporal elements within the activity system. The analysis of learning moves from our intervention shows an oscillatory movement between past, present and future, with an emphasis on the present and future. Furthermore, the intervention showed a balanced use of tools, although models and visions were prevalent. The learning trajectory observed within the intervention differed from previous studies, suggesting that each intervention follows a unique path shaped by the social and historical context of the participants and the approach of the interventionist. This study provides new analytical tools for depicting the dynamics in formative interventions, contributing to a deeper understanding of concept formation processes.
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