Learning Culture and Social Interaction最新文献_第3页

AI partner or peer partner? Exploring AI-mediated interaction in EFL pronunciation from a socio-cultural perspective AI合作伙伴还是同行合作伙伴？从社会文化角度探讨人工智能对英语发音的影响

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-01 Epub Date: 2025-11-10 DOI: 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.

这项顺序解释性混合方法研究在维果茨基的社会文化理论框架下，探讨了人工智能介导的发音互动对作为外语的英语学习者发音技能的影响，以及它对外语焦虑和享受的影响。学习者对人工智能介导的发音活动的态度也进行了定性探讨。参与者（N = 100）被分为实验组（N = 51）和对照组（N = 49），实验组使用EAP TALK进行人工智能介导的交互式口语活动，对照组通过微信参与同伴介导的发音任务。通过语音测试和英语焦虑和享受量表收集定量数据，并使用配对和独立样本t检验以及ANCOVA进行分析。定性数据来源于个人反思报告，并按主题进行分析。结果表明，两组都提高了他们的发音熟练程度和乐趣，但实验组在这些方面表现出明显更大的进步。社会文化分析显示，人工智能介导的工具充当了数字嵌入的更有知识的人，提供了与维果茨基的近端发展区（ZPD）一致的适应性脚手架。此外，同伴中介学习也促进了有意义的语言互动和情感支持，尽管反馈的质量在各组之间有所不同。虽然学习者普遍对人工智能介导的教学持积极态度，但他们也报告了与语音识别和反馈准确性相关的挑战。这些发现强调了人工智能和同伴中介方法的互补优势，为在英语环境中整合技术增强的发音教学提供了实际意义。

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引用次数: 0

No place for remote students? Navigating transitions of hybrid co-presence in seminar rooms and lecture halls 没有地方给远程学生？在研讨室和演讲厅中引导混合共同存在的转变

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-01 Epub Date: 2025-10-24 DOI: 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.

本研究调查了大学背景下混合学习环境的动态，考察了空间-物质安排如何影响互动和参与。通过分析苏黎世大学的语言学研讨会和数学讲座的视频记录，我们强调了讲师在管理现场和远程学生之间的共同存在方面所面临的挑战。该研究揭示了分离和整合参与者的复杂性，揭示了传统学习空间对于混合格式的不足。我们的研究结果表明，需要对建筑和技术进行重新设计，以促进更具包容性和更有效的混合互动。本研究为提高高等教育的混合式学习体验提供了重要的见解。

引用次数: 0

Dealing with divergent feedback trajectories in video-mediated, transnational, and collaborative task design meetings 处理视频媒介、跨国和协作任务设计会议中的不同反馈轨迹

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-09-02 DOI: 10.1016/j.lcsi.2025.100936

Fulya Çolak , Ufuk Balaman

This study investigates mutual pedagogical decision making among transnational groups of pre-service teachers (from Austria and Türkiye) involved in finalizing the design of telecollaborative tasks after receiving multimodal feedback from different teacher educators. Within the scope of a Virtual Exchange project, while the teacher educator from the Turkish university conducted a large-group, whole-class, video-mediated meeting offering feedback, the teacher educator from the Austrian university preferred delivering written feedback. Examining the screen-recordings of pre-service teachers' video-mediated meetings and the diverse feedback sources, we found that the divergent feedback trajectories provide opportunities for pedagogical design-related decision making and meaning negotiation for pre-service teachers. The findings also show the synergies between the multilayered frameworks of participation and engagement in situ and bring new insights into the interactional management of video-mediated learning environments.

本研究调查了跨国职前教师群体（来自奥地利和土耳其）在收到来自不同教师教育者的多模态反馈后，参与最终确定远程协作任务设计的相互教学决策。在一个虚拟交流项目的范围内，土耳其大学的教育教师组织了一个大型的、全班的、视频媒介的会议来提供反馈，而奥地利大学的教育教师更倾向于提供书面反馈。通过对职前教师视频会议的视频记录和不同反馈来源的研究，我们发现不同的反馈轨迹为职前教师的教学设计相关决策和意义谈判提供了机会。研究结果还显示了参与和现场参与的多层框架之间的协同作用，并为视频媒介学习环境的互动管理带来了新的见解。

引用次数: 0

Lessons from a change laboratory in plant health risk management: The dynamics of concept formation 植物健康风险管理变革实验室的经验教训：概念形成的动态

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-09-08 DOI: 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.

解决复杂的社会挑战需要形成新的概念。这个过程本质上是集体的，历史的和文化的中介。尽管概念形成很重要，但在概念形成干预过程中，不同抽象层次的动态和人工制品的使用仍然知之甚少。本文分析了与植物健康风险管理网络中的异质利益相关者群体进行的变革实验室干预中的集体动态和学习动作的内容，重点关注时间动态和概念形成中工具的使用。我们的研究结果表明，概念的形成涉及活动系统中空间和时间因素的相互作用。从我们的干预中对学习动作的分析显示出过去、现在和未来之间的振荡运动，强调现在和未来。此外，干预显示了工具的平衡使用，尽管模型和愿景普遍存在。在干预中观察到的学习轨迹与以前的研究不同，这表明每次干预都遵循由参与者的社会和历史背景以及干预者的方法塑造的独特路径。本研究为描述形成性干预的动态提供了新的分析工具，有助于更深入地理解概念形成过程。

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引用次数: 0

Exploring a Chinese kindergarten teacher's perezhivanie when teaching mathematics in an educational experiment 在教育实验中探讨中国幼儿园教师在数学教学中的问题

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-08-13 DOI: 10.1016/j.lcsi.2025.100938

Wenxuan Zhang, Liang Li, Leigh Disney

The interplay between teachers' emotions and cognition profoundly influences their pedagogical practices. While the previous literature on kindergarten teachers' professional development emphasises the cognitive aspect of practice, there is a lack of research addressing their emotional experience during the professional development training. This study addresses this gap by exploring a Chinese kindergarten teacher's emotional experiences and professional developmental process during an educational experiment designed for teaching mathematics in a play-based context. Two Chinese kindergarten teachers, who worked with children aged 5 to 6 years, participated in the study. Focusing primarily on the emotional trajectory of one participant, referred to as Teacher Qing, the study applies Vygotsky's cultural-historical concepts of perezhivanie and crisis as its theoretical framework. Findings revealed that Teacher Qing's crisis moments, which arose during the implementation of a new pedagogical approach, served as crucial opportunities for her to address the theoretical problem of bringing play into mathematics concepts learning. The authentic and complex emotional experiences Teacher Qing navigated while teaching mathematics in a play-based context contributed significantly to understanding the pivotal role emotions play in shaping pedagogical practices. The educational experiment successfully addressed Teacher Qing's crisis moments and fostered pedagogical change by supporting her emotionally and cognitively. This study contributes to a deeper understanding of how perezhivanie can drive pedagogical change, offering valuable insights into processes that foster teachers' professional development.

教师的情感与认知的相互作用深刻地影响着教师的教学实践。以往关于幼儿园教师专业发展的文献强调实践的认知方面，缺乏对教师专业发展培训过程中情感体验的研究。本研究通过一项以游戏为基础的数学教学实验，探讨了一位中国幼儿园教师的情感体验和专业发展过程。两名中国幼儿园教师参与了这项研究，他们与5至6岁的儿童一起工作。该研究主要关注一位被称为清老师的参与者的情感轨迹，并将维果茨基的文化历史概念perezhivanie和危机作为其理论框架。研究结果显示，青老师在实施新教学方法过程中出现的危机时刻，为她解决将游戏引入数学概念学习的理论问题提供了重要机会。清老师在以游戏为基础的数学教学中所经历的真实而复杂的情感体验，对理解情感在塑造教学实践中的关键作用做出了重大贡献。教育实验成功地解决了清老师的危机时刻，并通过情感和认知上的支持促进了教学的变革。本研究有助于更深入地了解教师专业发展如何推动教学变革，为促进教师专业发展的过程提供有价值的见解。

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引用次数: 0

The importance of ‘workarounds’ in simulation training – A case study of a first responder mass casualty incident MR simulation 模拟训练中“变通方法”的重要性——大规模伤亡事件MR模拟第一响应者案例研究

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-07-26 DOI: 10.1016/j.lcsi.2025.100924

David Sjöberg , Oscar Rantatalo , Rebecca Baxter , Lina Gyllencreutz

This study examines a Mixed Reality (MR) simulation aiming to train first responders for mass casualty incidents (MCIs). The focus is on how trainees and instructors use workarounds to address uncertainties, and technical glitches during the simulation. Advancements in MR offer new approaches to MCI training, either replacing or complementing traditional methods. Using observations, audio and video recordings, and interviews, we analysed interactions through Goffman's concepts of ‘frame,’ ‘footing,’ and ‘rules of irrelevance. Findings show that participants in this MR simulation use a range of workarounds, to deal with glitches that arise in the training system and uphold the simulation, bridging gaps between real-world tasks and the MR simulation. Workarounds can be understood through the participants' framings of the situation, and how they shifted footings and frames. Findings demonstrated the importance of considering which representation from real-world work practices needs to be included in the simulation to ensure workarounds do not hinder the intended learning objectives. To mitigate this risk, organisers, instructors, and trainees must develop and deepen their competencies and understanding of the pedagogical underpinnings of simulation practice. These insights underscore the importance of viewing MR simulations as distinct practices with their own logic and conditions.

本研究考察了混合现实（MR）模拟，旨在培训大规模伤亡事件（MCIs）的第一响应者。重点是学员和讲师如何使用变通方法来解决模拟过程中的不确定性和技术故障。磁共振技术的进步为MCI培训提供了新的方法，取代或补充了传统方法。通过观察、录音、录像和访谈，我们通过戈夫曼的“框架”、“立足点”和“无关规则”的概念分析了相互作用。研究结果表明，该核磁共振模拟的参与者使用一系列的解决方案来处理训练系统中出现的故障并维护模拟，弥合现实世界任务和核磁共振模拟之间的差距。通过参与者对情况的框架，以及他们如何转移基座和框架，可以理解变通方法。研究结果表明，考虑现实世界工作实践中的哪些表示需要包含在模拟中，以确保变通方法不会阻碍预期的学习目标，这是非常重要的。为了减轻这种风险，组织者、讲师和受训者必须发展和深化他们的能力和对模拟实践教学基础的理解。这些见解强调了将MR模拟视为具有自己逻辑和条件的独特实践的重要性。

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引用次数: 0

Multimodal repair initiations in video-mediated EFL classroom interactions: Focus on screen-based and embodied actions 以视频为媒介的英语课堂互动中的多模态修复启动：关注基于屏幕的行为和具体化的行为

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-09-16 DOI: 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.

最近的COVID-19大流行促使许多数字教学工具整合到各种视频会议平台上与地理上分散的学习者进行的教育实践中。在以视频为媒介的互动环境中，以互动不对称和非语言线索（如手势、凝视或肢体语言）的有限可见性为特征，体现是受互动环境局部配置影响最大的互动元素之一。由于视频帧的断裂，对参与者具体行动的访问受到限制，这对在视频媒介教学活动中维持主体间性提出了挑战。然而，尽管在修复中发挥了重要作用，但在在线课堂中，解决互动故障的多模式实践在很大程度上仍未被探索。本研究采用多模态会话分析方法对67小时以视频为媒介的英语课堂互动进行考察，探讨了多模态修复启动实践的部署，以保持互动和教学的进步性。研究结果表明，教师通过具体行动和基于屏幕的行动来启动修复，以解决学生的不良反应，促进了自我修复，并为学生建立了互动空间。这项研究揭示了自我修复——大多数第二语言教学环境中的首选实践——如何转移到完全在线的、视频媒介的课堂环境中，为这种教育环境中的语言教学实践带来了新的见解。

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引用次数: 0

Cultural knowledge of students for primary school teachers: A scoping review 小学教师的学生文化知识：范围检讨

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-07-28 DOI: 10.1016/j.lcsi.2025.100926

Dorien Petri , Margreet Luinge , Klaas van Veen , Annelies Kassenberg , Eddie Denessen

Primary school teachers can enhance their teaching and provide inclusive education by using their students' cultural knowledge. Cultural knowledge, however, is a broad term and is often used as an abstract concept. To make this more concrete, we identified, organized, and categorized the concept of cultural knowledge through a scoping review. A literature search was conducted in five databases, and we included 84 studies. We identified twelve domains related to the students themselves, their families, and their communities. For example, students' ethnic background, families' home characteristics, and cultural identity. By concretizing the domains, schools and teachers can delve into the cultural knowledge of students and enrich their teaching in multicultural settings. Additionally, this research contributes to a conceptual understanding of cultural knowledge, providing a foundation for further research and practical application in educational settings to improve teaching strategies in multicultural settings.

小学教师可以利用学生的文化知识来加强教学，提供全纳教育。然而，文化知识是一个广义的术语，经常被用作一个抽象的概念。为了使这一点更加具体，我们通过范围审查来确定、组织和分类文化知识的概念。我们在5个数据库中进行了文献检索，我们纳入了84项研究。我们确定了12个与学生自身、家庭和社区相关的领域。例如学生的民族背景、家庭家庭特征、文化认同等。通过将这些领域具体化，学校和教师可以深入挖掘学生的文化知识，丰富多元文化背景下的教学。此外，本研究有助于对文化知识的概念理解，为进一步研究和在教育环境中的实际应用提供基础，以改善多元文化环境中的教学策略。

引用次数: 0

Exploring interactional competence of English-medium-instruction students: A multimodal conversation and interpretative phenomenological analysis 探究英语媒介教学学生的互动能力：多模态会话与解释现象学分析

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-09-09 DOI: 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。

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引用次数: 0

Showing smartphones in a collaborative learning activity in video-mediated L2 interaction 在视频中介的第二语言互动中展示智能手机的协作学习活动

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-09-08 DOI: 10.1016/j.lcsi.2025.100941

Jenny Gudmundsen

The study zooms in on video-mediated smartphone showings in a collaborative online learning activity. In these showings, a participant brings their smartphone to the webcam, and graphic-linguistic features of the display are developed into a joint focus of attention in a digital language café. Drawing on multimodal Conversation Analysis (CA), the study illustrates how one L1 user and one L2 user of Norwegian turn the activity of talking about a podcast show into a stepwise learning activity in which their smartphones become the focal objects in the interaction. The findings demonstrate that video-mediated smartphone showings constitute a complex, multimodal and highly collaborative practice. It provides opportunities for various social actions in the service of promoting both smartphone engagement and interactive engagement. Moreover, the article discusses how this ostensive practice facilitates learning. The study provides new and empirical insights into how participants use smartphones in learning activities in video-mediated interaction.

这项研究聚焦于协作在线学习活动中以视频为媒介的智能手机展示。在这些展示中，参与者将他们的智能手机带到网络摄像头前，并且显示的图形语言特征在数字语言caf中发展成为共同关注的焦点。利用多模态会话分析（CA），该研究说明了一名母语用户和一名第二语言挪威语用户如何将谈论播客节目的活动转变为逐步学习活动，其中他们的智能手机成为互动的焦点对象。研究结果表明，视频媒介的智能手机展示构成了一个复杂的、多模式的、高度协作的实践。它为促进智能手机用户粘性和互动粘性的各种社交活动提供了机会。此外，本文还讨论了这种明示练习如何促进学习。该研究为参与者如何在视频媒介互动的学习活动中使用智能手机提供了新的经验见解。

引用次数: 0