Learning and Instruction最新文献_第3页

Individual and situational expectancy, value, and cost motivational beliefs at Hispanic-Serving Institutions 西班牙裔服务机构的个人和情境期望、价值和成本动机信念

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-22 DOI: 10.1016/j.learninstruc.2025.102304

Claudia C. Sutter , Delaram A. Totonchi , Jamie DeCoster , Chris S. Hulleman , Kenneth E. Barron

Background

Following growing calls to investigate the situational nature of motivation across diverse institutional contexts and student populations, this study examined fluctuations in students’ motivational beliefs–expectancy, value, and costs–across multiple time points in an introductory statistics course.

Aims

We aimed to replicate and extend prior work conducted at predominantly White/Asian institutions by exploring whether dynamic patterns of motivation generalize to Hispanic-Serving Institutions (HSIs), addressing the need for more inclusive research on situational motivation.

Sample

The sample consisted of 439 students enrolled in an introductory statistics and data science course at several HSIs.

Methods

Using an intensive longitudinal design, we measured students’ motivational beliefs at multiple time points. We analyzed overall trajectories, within- and between-student variability, associations with course performance, and the moderating role of demographic factors.

Results

Consistent with past research, we found substantial within-student variability in motivational beliefs across expectancy, value, and cost. However, associations between motivation and performance, as well as demographic moderators, differed from those observed in prior studies conducted at predominantly White/Asian institutions.

Conclusions

Findings highlight the importance of examining motivation as a dynamic, context-dependent process. Results highlight the need for further research into how situational and contextual factors shape motivation and academic outcomes across diverse student populations and institutional settings.

随着越来越多的人呼吁在不同的机构背景和学生群体中调查动机的情境性质，本研究在统计学入门课程中考察了学生动机信念（期望、价值和成本）在多个时间点上的波动。目的我们旨在通过探索动机的动态模式是否可以推广到西班牙裔服务机构（hsi）来复制和扩展先前在以白人/亚裔为主的机构中进行的工作，以解决对情境动机进行更具包容性研究的需求。样本由439名在几所hsi参加统计学和数据科学入门课程的学生组成。方法采用密集的纵向设计，在多个时间点测量学生的动机信念。我们分析了总体轨迹、学生内部和学生之间的可变性、与课程表现的关联以及人口因素的调节作用。结果与过去的研究一致，我们发现学生在期望、价值和成本方面的动机信念存在很大的差异。然而，动机和表现之间的联系，以及人口统计学调节因素，与之前在以白人/亚裔为主的机构进行的研究中观察到的结果不同。研究结果强调了将动机作为一个动态的、依赖于情境的过程进行研究的重要性。结果强调需要进一步研究情境和背景因素如何影响不同学生群体和机构设置的动机和学术成果。

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引用次数: 0

Isolated or integrated? – Instructional approaches to foster professional vision of teaching quality 孤立的还是集成的？-教学方法以培养专业的教学质素视野

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-22 DOI: 10.1016/j.learninstruc.2025.102301

Jasmin Lilian Bauersfeld , Patricia Bourcevet , Heike Hahn , Bernadette Gold

Background

Student teachers must develop professional vision related to foci on classroom management (PVCM), instructional support (PVIS), and emotional support (PVES). PV can be enhanced through video-based analyses within adequate instructional approaches. Evidence suggests that both isolated and integrated approaches may foster learning. Student teachers could analyze all foci simultaneously (integrated) or successively (isolated).

Aims

The study investigates the effect of isolated or integrated instructional approaches versus a control group (CG) and individual prerequisites on PV and the simultaneous focus of multiple teaching quality foci. It extends existing research by applying instructional principles to teacher education and enhancing multiple foci of PV.

Sample

Participants were 140 student teachers.

Method

In a quasi-experimental pre-post-test study, participants attended three-week seminars, preparing each session with texts on teaching quality. The intervention groups analyzed classroom videos. The CG and the isolated group focused on a different teaching quality dimension weekly, whereas the integrated group focused on all dimensions. Pre-post-tests measured PV, the simultaneous focus, and individual prerequisites of learning opportunities and interest.

Results

The CG was outperformed by the isolated group in PVES and by the integrated group in PVCM and the simultaneous focus. Comparing the intervention groups, the isolated group performed better in PVES and the integrated group in the simultaneous focus. Individual prerequisites had no effects.

Conclusions

The findings highlight the lack of integration between pedagogy and content in teacher education programs and indicate that it may not matter whether aspects of teaching quality are taught in isolated or integrated approaches.

实习教师必须发展与课堂管理焦点（PVCM）、教学支持（PVIS）和情感支持（PVES）相关的专业视野。在适当的教学方法中，可以通过基于视频的分析来增强PV。有证据表明，孤立和综合的方法都可以促进学习。学生教师可以同时（整体）或依次（孤立）分析所有焦点。目的研究孤立或综合教学方法与对照组（CG）和个人先决条件对PV和多重教学质量焦点同时关注的影响。将教学原理应用到教师教育中，增强PV的多焦点，是对已有研究的延伸。样本参与者为140名实习教师。方法在准实验前-后测试研究中，参与者参加了为期三周的研讨会，每次会议都准备有关教学质量的文本。干预组分析了课堂视频。CG组和孤立组每周关注一个不同的教学质量维度，而综合组则关注所有维度。前-后测试测量PV，同时关注，以及学习机会和兴趣的个人先决条件。结果在PVES中，CG效果优于隔离组，在PVCM和同时聚焦中，CG效果优于整合组。与干预组比较，孤立组在PVES上的表现优于综合组在同时聚焦上的表现。个别先决条件没有影响。结论：研究结果强调了教师教育项目中教学法和教学内容之间缺乏整合，并表明教学质量的各个方面是采用孤立的还是综合的方法进行教学可能并不重要。

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引用次数: 0

Multi-group comparison of STEM education approaches STEM教育方法的多组比较

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-22 DOI: 10.1016/j.learninstruc.2025.102305

Yuk Ming Tang , Yee Kiu Chan , Ran Wei , G.T.S. Ho

Background

Immersive technologies, such as Mixed Reality (MR), are increasingly integrated into STEM education to enhance student motivation and learning outcomes. However, the effectiveness of MR compared to traditional methods, particularly across gender and curriculum stages, remains underexplored.

Aims

The research aims to compare the effectiveness of traditional and MR-supported STEM education, examining the roles of autonomy, motivation, class participation, and creativity across gender and junior/senior curriculum stages.

Sample(s)

The experimental setup compared traditional paper-based notes with an MR application (Microsoft HoloLens) for teaching 3D geometry. Randomization was conducted individually, with 281 secondary school students assigned to traditional (n = 116) or MR-supported (n = 165) groups using a random number generator, balanced across gender and curriculum stage (junior: ages 13–14 or below; senior: ages 15–16 or above).

Methods

A 3D geometry topic was taught using traditional paper-based notes or an MR application via Microsoft HoloLens. A 17-item questionnaire, based on Self-Determination Theory, measured autonomy, motivation, participation, creativity, and learning effectiveness on a 5-point Likert scale. Multi-group analysis and t-tests assessed differences across gender and curriculum stages, with reliability and validity confirmed via Cronbach's alpha, composite reliability, and average variance extracted.

Results

MR-supported instruction significantly enhanced learning effectiveness and motivation for junior students (p < 0.05) and learning effectiveness, motivation, participation, and creativity for senior students (p < 0.05). Male students preferred MR, showing reduced gender disparities compared to traditional methods, where females scored higher.

Conclusions

MR-supported instruction boosts motivation and effectiveness, particularly for seniors, and narrows gender gaps. Educators should tailor MR integration to enhance engagement across diverse student groups.

混合现实（MR）等沉浸式技术越来越多地融入STEM教育，以提高学生的学习动机和学习成果。然而，与传统方法相比，MR的有效性，特别是跨性别和课程阶段的有效性，仍未得到充分探索。该研究旨在比较传统和mr支持的STEM教育的有效性，研究自主、动机、课堂参与和创造力在性别和初中/高中课程阶段的作用。实验设置将传统的纸质笔记与MR应用程序（Microsoft HoloLens）进行比较，以教授3D几何。随机化是单独进行的，281名中学生使用随机数生成器被分配到传统（n = 116）或mr支持（n = 165）组，在性别和课程阶段（低年级：13-14岁或以下；高年级：15-16岁或以上）之间进行平衡。方法采用传统的纸质笔记或通过微软HoloLens的MR应用程序进行三维几何主题的教学。以自主决定理论为基础，采用李克特5分制对自主性、动机、参与性、创造性和学习效率进行了测量。多组分析和t检验评估了性别和课程阶段之间的差异，通过Cronbach's alpha、复合信度和提取的平均方差来确认信度和效度。结果smr支持教学显著提高了初中生的学习效能、动机（p < 0.05）和高中生的学习效能、动机、参与和创造力（p < 0.05）。男性学生更喜欢MR，与女性得分更高的传统方法相比，这显示出性别差异较小。结论smr支持的教学提高了积极性和有效性，特别是对老年人，并缩小了性别差距。教育工作者应该调整MR整合，以提高不同学生群体的参与度。

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引用次数: 0

Teachers’ immigration attitudes and students’ performance 教师移民态度与学生表现

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-22 DOI: 10.1016/j.learninstruc.2025.102303

Anatolia Batruch, Nicolas Sommet, Eva G.T. Green

Background

To ensure harmonious intergroup relations, schools must foster the academic integration of immigrant students. School diversity climates play a central role in shaping immigrant students' performance; however, most studies rely on students' perceptions of these climates. Because such perceptions are shaped by subjective experiences, they limit our understanding of how institutions can nurture inclusion. Measuring school diversity climates with an exogenous indicator, teachers' immigration attitudes in a school, offers a rigorous test of how those relate to students’ academic achievement.

Aim

This study investigates whether school diversity climates, measured through teachers' immigration attitudes, are associated with immigrant students’ academic performance.

Sample

We analyzed the 2018 PISA data from OECD countries that administered the teacher questionnaire. Our analytical sample included 46,740 students from 1544 schools and 35,452 teachers across seven countries.

Methods

We estimated country fixed-effects regression models with standard errors clustered at the school level to examine the interaction between students' migration status and school-aggregated teachers' explicit immigration attitudes on students’ performance in science, mathematics, and reading.

Results

Across subjects, the achievement gap between native-born and first-generation immigrant students was smaller in schools where teachers expressed more inclusionary immigration attitudes.

Conclusion

Inclusionary school diversity climates, reflected in teachers’ pro-immigration attitudes, appear to promote the academic integration of first-generation immigrant students, helping to narrow achievement disparities between immigrant and non-immigrant students. The difference in performance for first-generation students between more exclusionary and inclusionary school diversity climates corresponds on average to one year schooling.

为了确保和谐的族群关系，学校必须促进移民学生的学术融合。学校的多样性氛围在塑造移民学生的表现方面发挥着核心作用；然而，大多数研究都依赖于学生对这些气候的感知。由于这种看法是由主观经验形成的，因此它们限制了我们对机构如何培养包容性的理解。用一个外生指标来衡量学校的多样性气候，即教师在学校中的移民态度，为这些态度与学生的学业成就之间的关系提供了一个严格的检验。目的本研究通过教师的移民态度来考察学校多样性气候是否与移民学生的学习成绩有关。我们分析了来自经合组织国家的2018年PISA数据，这些国家负责管理教师问卷。我们的分析样本包括来自7个国家1544所学校的46740名学生和35452名教师。方法我们估计了国家固定效应回归模型，在学校层面聚集标准误差，以检验学生的移民状况和学校聚集教师的明确移民态度对学生在科学、数学和阅读方面的表现之间的相互作用。结果：在教师表现出更包容的移民态度的学校，本土出生的学生和第一代移民学生之间的成绩差距较小。结论包容性的学校多样性氛围，反映在教师的亲移民态度上，似乎促进了第一代移民学生的学业融合，有助于缩小移民和非移民学生之间的成就差距。在更具排他性和包容性的学校多样性环境中，第一代学生的表现差异平均相当于一年的学校教育。

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引用次数: 0

Cognitive aspects of video-based learning with instructor presence depend on pedagogical approaches: A perspective from motivating styles 教师在场的视频学习的认知方面取决于教学方法：从激励风格的角度来看

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-17 DOI: 10.1016/j.learninstruc.2025.102299

Yamei Zhang , Xiaojun Sun , Jing Ma

Background

Instructor presence is a critical feature that should be considered when designing video lectures. However, its influence on cognitive aspects of learning is mixed. Such inconsistencies imply the likelihood of moderators shaping the influence. Motivating styles (i.e., autonomy-supportive, controlling and neutral teaching), the most concerned pedagogical approaches, may be such a moderator.

Aim

This study examines how the influence of instructor presence on the cognitive aspects of learning, including learning outcomes, attention (i.e., visual attention allocation and concentration), and extraneous cognitive load, varies with motivating styles.

Sample and methods

A three (motivating styles: autonomy-supportive vs. controlling vs. neutral teaching) × two (instructor presence: present vs. absent) between-subjects eye-tracking experiment was conducted among 181 university students.

Results

While instructor presence reduced visual attention to the knowledge area regardless of the instructor's motivating style, its effects on learning outcomes (albeit only in terms of retention), concentration, and extraneous load were conditional on it. Specifically, compared with the instructor-absent condition, under autonomy-supportive teaching, instructor presence decreased retention and concentration, but did not affect extraneous load; under controlling teaching, instructor presence did not impact retention, but damaged concentration and boosted extraneous load; under neutral teaching, instructor presence promoted retention without affecting concentration or extraneous load.

Conclusions

The findings imply that the facilitating effect of instructor presence as a social cue and its detrimental effect as a seductive detail can dominate one another or cancel each other out under specific motivating styles. Hence, pedagogical approaches can shape the effects of instructor presence.

背景教师在场是设计视频讲座时应该考虑的一个关键特征。然而，它对学习的认知方面的影响是混合的。这种不一致暗示了调节者塑造影响的可能性。激励风格（即自主支持、控制和中立的教学），最受关注的教学方法，可能就是这样的调节者。目的本研究探讨了教师在场对学习认知方面的影响，包括学习成果、注意力（即视觉注意力分配和集中）和外部认知负荷，如何随激励方式而变化。样本与方法对181名大学生进行了三种激励方式（自主支持型、控制型、中立型）×二种激励方式（教师在场型、缺席型）的被试眼动追踪实验。结果：尽管教师的存在降低了对知识领域的视觉注意力，而与教师的激励方式无关，但其对学习成果（尽管仅在保留方面）、注意力和外来负荷的影响是有条件的。具体而言，与教师缺席相比，自主支持教学下，教师在场降低了记忆和注意力，但不影响外部负荷；在控制教学下，教师的存在不影响记忆，但破坏了注意力，增加了额外的负荷；在中性教学下，教师在场促进记忆，而不影响注意力集中或额外的负荷。结论在特定的激励方式下，教师在场作为社会提示的促进作用和作为诱惑细节的有害作用可以相互支配或相互抵消。因此，教学方法可以塑造教师在场的效果。

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引用次数: 0

Change and transmission of students' and teachers’ lesson-specific emotions 学生和教师特定课程情绪的变化和传递

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-16 DOI: 10.1016/j.learninstruc.2025.102298

Matilda Sorkkila , Lars-Erik Malmberg , Sanni Pöysä , Noona Kiuru , Marja-Kristiina Lerkkanen , Eija Pakarinen

Background

Although it is known that positive emotions in school benefit both students and teachers, students' emotions and teachers’ emotions are rarely examined together. Furthermore, emotions are rarely examined as lesson-specific, that is, as state-like that vary from one lesson to another.

Aims

Building on the emotion transmission literature, the aim of the present study was to examine the change in Finnish primary school students' and teachers' emotions during a school day. We furthermore aimed to investigate, how students' and teachers’ positive and negative emotions transmit from teachers to students and from students to teachers.

Sample

The participants were 20 primary school teachers (85 % females; Mage = 45 years) and their 258 students (49.2 % females; Mage = 10 years).

Methods

The participants reported their lesson-specific emotions 1–4 times using a mobile-based instrument during one school day. The data were analyzed using cross-classified multilevel modeling.

Results

The results showed that teachers' negative emotions decreased during the school day. Furthermore, teachers' higher negative emotions predicted lower positive emotions in students, and students’ higher positive emotions predicted lower negative emotions in teachers.

Conclusions

These results provide novel information about the dynamic and interrelated nature of emotions in real-time classroom settings and generate new openings for interventions of emotional regulation for both teachers and students.

虽然我们都知道学校的积极情绪对学生和教师都有好处，但学生的情绪和教师的情绪很少被放在一起研究。此外，情绪很少被作为特定课程来研究，也就是说，从一个课程到另一个课程都是不同的状态。目的本研究以情绪传递相关文献为基础，探讨芬兰小学生和教师在校期间情绪的变化。在此基础上，我们进一步探讨了学生和教师的积极情绪和消极情绪是如何从教师传递给学生、从学生传递给教师的。研究对象为20名小学教师（85%为女性，年龄45岁）及其258名学生（49.2%为女性，年龄10岁）。方法参与者在一天的学习中使用移动仪器报告1-4次他们的特定课程情绪。采用交叉分类多层次模型对数据进行分析。结果结果显示，教师的负性情绪在上学期间有所下降。此外，教师较高的负性情绪预测学生较低的积极情绪，学生较高的积极情绪预测教师较低的负性情绪。结论这些结果为实时课堂环境中情绪的动态和相互关联性质提供了新的信息，并为教师和学生的情绪调节干预开辟了新的途径。

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引用次数: 0

Exploring young learners’ prompted and unprompted SRL think-alouds 探索青年学习者的提示式和非提示式自主思考

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-16 DOI: 10.1016/j.learninstruc.2025.102294

Rebecca Pape, Joachim Thomas

Background

Think-aloud data have been identified as a valuable source for fine-grained analyzes aimed at understanding learning processes. Yet, they are rarely used to investigate how self-regulated learning (SRL) can be supported in computer-based learning environments (CBLEs). Young learners at lower secondary level have been found to be in a transitional phase of developing metacognitive SRL skills. In this phase, metacognitive prompting may encourage metacognitive SRL in CBLEs. To gain insights into supporting young learners' SRL in CBLEs, the present study used the think-aloud method and process mining to explore prompted and unprompted learners’ utterances related to recall learning performance, metacognitive SRL activities, and the sequential structure of these activities.

Methods

In a between-subjects experimental design, secondary students completed a 30-min CBLE learning session while thinking aloud, with either metacognitive prompts (n = 17) or no prompts (n = 16).

Results

The fine-grained analysis of the think-aloud data showed that learning with metacognitive prompts led to higher domain-general metacognitive SRL activities. Regarding learning performance, no significant differences were found. Process models indicated that prompted learners’ process structures resembled traditional SRL models more closely and that they engaged in reflection activities more often at the end of a learning sequence than the control group.

Conclusion

This study revealed fine-grained differences between prompted and unprompted metacognitive SRL activities in young learners. Think-aloud data, combined with process mining, proved to be useful for identifying metacognitive processes. This study, thereby, extends the current debate on the development of metacognitive SRL skills in young learners.

有声思考数据已被确定为旨在理解学习过程的细粒度分析的有价值的来源。然而，它们很少用于研究如何在基于计算机的学习环境中支持自我调节学习（SRL）。发现初中阶段的青少年学习者正处于发展元认知语言技能的过渡阶段。在这个阶段，元认知提示可能会促进电缆中的元认知SRL。本研究采用有声思考方法和过程挖掘方法，探讨提示和非提示学习者的话语与回忆学习绩效、元认知SRL活动以及这些活动的顺序结构之间的关系。方法在受试者间实验设计中，中学生在大声思考的同时完成30分钟的CBLE学习，有元认知提示（n = 17）或没有提示（n = 16）。结果对大声思考数据的细粒度分析表明，使用元认知提示学习导致更高的域通用元认知SRL活动。在学习成绩方面，没有发现显著差异。过程模型表明，提示学习者的过程结构与传统的SRL模型更接近，并且在学习序列结束时，他们比对照组更频繁地进行反思活动。结论提示性和非提示性元认知活动在青年学习者中存在细微差异。有声思维数据与过程挖掘相结合，被证明对识别元认知过程很有用。因此，本研究扩展了目前关于年轻学习者元认知语言技能发展的争论。

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引用次数: 0

Unlocking creativity: Evidence that improvised physical activities foster divergent thinking in adolescents 释放创造力：即兴体育活动培养青少年发散性思维的证据

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-15 DOI: 10.1016/j.learninstruc.2025.102296

Zheyu Jin , Huijun Wu , Junting Yin , Xijia Yu , Junlong Luo

Background

Nurturing creativity in adolescents is of paramount importance in today’s innovation-driven society. However, the effects of physical activity on creativity remain insufficiently understood.

Aim

This study aimed to investigate the impact of physical activity on creativity, i.e., divergent thinking, and to identify the effective type of activity.

Methods

Through two experiments, we assessed the effects of the presence (Experiment 1: physical activity, imagined physical activity, and a control group without physical activity; n = 94 students) and type (Experiment 2: improvised physical activity, restricted physical activity, and a control group; n = 97 students) of physical activity on divergent thinking. Heart rate data were continuously recorded using wearable bracelets, and students’ performance was assessed by Alternative Uses Tasks in pre- and post-test sessions.

Results

These findings indicated that improvised physical activity significantly enhanced divergent thinking, particularly in terms of fluency, originality, and flexibility, compared to both restricted physical activity and control groups. Notably, in both Experiment 1 and Experiment 2, with equal intensity and duration, only the improvised group showed an increase in creativity, while the restricted group did not.

Conclusion

The findings provide compelling evidence for the role of improvised physical activity in enhancing adolescents’ divergent thinking and shed light on the design and implementation of physical education strategies for teachers and policymakers.

在当今创新驱动的社会中，培养青少年的创造力至关重要。然而，体育活动对创造力的影响仍然没有得到充分的了解。目的本研究旨在探讨体育活动对创造力（即发散思维）的影响，并确定有效的体育活动类型。方法通过两个实验，评估了体育活动的存在（实验1：体育活动、想象体育活动，以及没有体育活动的对照组，n = 94）和类型（实验2：即兴体育活动、限制体育活动，以及对照组，n = 97）对发散思维的影响。使用可穿戴手环连续记录心率数据，并在测试前和测试后通过“替代使用任务”评估学生的表现。结果这些发现表明，与限制体育活动和对照组相比，即兴体育活动显著增强了发散性思维，特别是在流畅性、独创性和灵活性方面。值得注意的是，在同样强度和时间的实验1和实验2中，只有即兴创作组的创造力有所提高，而限制创作组则没有。结论本研究结果为即兴体育活动对青少年发散性思维的促进作用提供了有力的证据，并为教师和政策制定者设计和实施体育教育策略提供了启示。

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引用次数: 0

Integrating translanguaging pedagogy in EFL higher education: Student perceptions and implications for teacher education in monolingual contexts 在高等英语教育中整合跨语言教学法：单语情境下学生对教师教育的感知与启示

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-14 DOI: 10.1016/j.learninstruc.2025.102297

Erguvan Uras Eren

Background

Translanguaging has gained recognition as a transformative pedagogical strategy in multilingual K–12 education; however, its application in higher education programs that employ English-only policies, though students also draw on English and their shared L1, remains limited and under-theorized. In such contexts, there is growing interest in understanding how translanguaging might support language learning and inclusive instructional practices.

Aims

This study investigates how Turkish university students perceive planned translanguaging activities in an English as a Foreign Language (EFL) preparatory program within an English-only policy, and explores the instructional and teacher education implications of these perceptions.

Sample

Participants were 52 undergraduate students enrolled in two EFL classes at a Turkish university. The study took place over five weeks within a policy-driven curriculum.

Methods

A sequential explanatory mixed-methods design was employed. Quantitative data were collected through a Likert-scale questionnaire. Qualitative data came from focus group interviews and anonymous essays. Thematic analysis identified patterns in student perceptions of translanguaging pedagogy.

Results

Findings revealed four key perceived benefits of translanguaging: (1) enhanced metalinguistic awareness, (2) improved comprehension of academic content, (3) increased comfort and confidence in using English, and (4) strengthened peer collaboration. While students preferred English as the primary medium, they viewed strategic L1 use as cognitively and affectively supportive.

Conclusions

The findings highlight translanguaging's pedagogical value in monolingual policy contexts, offering practical guidance for instruction and teacher education. Implications stress the design of linguistically inclusive, student-centered programs that prepare educators to implement translanguaging intentionally and address institutional resistance to bilingual practices.

在多语种的K-12教育中，翻译作为一种变革性的教学策略已经得到了认可；然而，它在采用纯英语政策的高等教育项目中的应用仍然有限，理论化程度也很低，尽管学生们也会使用英语和他们共同的母语。在这种背景下，人们越来越有兴趣了解翻译如何支持语言学习和包容性教学实践。目的本研究调查了土耳其大学生在英语为外语（EFL）预备课程中如何看待计划中的跨语言活动，并探讨了这些看法对教学和教师教育的影响。样本参与者是土耳其一所大学的52名参加两个英语班的本科生。该研究在一个政策驱动的课程中进行了五周。方法采用序贯解释混合方法设计。通过李克特量表问卷收集定量数据。定性数据来自焦点小组访谈和匿名文章。主题分析确定了学生对译语教学法的认知模式。结果研究结果揭示了翻译的四个主要好处：(1)增强元语言意识；(2)提高对学术内容的理解；(3)提高使用英语的舒适度和信心；(4)加强同伴合作。虽然学生更喜欢英语作为主要语言，但他们认为策略性地使用母语在认知和情感上都是有益的。结论本研究结果突出了译语在单语政策背景下的教学价值，为教学和教师教育提供了实践指导。启示强调设计语言包容性，以学生为中心的课程，为教育者有意实施跨语言做好准备，并解决对双语实践的制度性阻力。

{"title":"Integrating translanguaging pedagogy in EFL higher education: Student perceptions and implications for teacher education in monolingual contexts","authors":"Erguvan Uras Eren","doi":"10.1016/j.learninstruc.2025.102297","DOIUrl":"10.1016/j.learninstruc.2025.102297","url":null,"abstract":"<div><h3>Background</h3><div>Translanguaging has gained recognition as a transformative pedagogical strategy in multilingual K–12 education; however, its application in higher education programs that employ English-only policies, though students also draw on English and their shared L1, remains limited and under-theorized. In such contexts, there is growing interest in understanding how translanguaging might support language learning and inclusive instructional practices.</div></div><div><h3>Aims</h3><div>This study investigates how Turkish university students perceive planned translanguaging activities in an English as a Foreign Language (EFL) preparatory program within an English-only policy, and explores the instructional and teacher education implications of these perceptions.</div></div><div><h3>Sample</h3><div>Participants were 52 undergraduate students enrolled in two EFL classes at a Turkish university. The study took place over five weeks within a policy-driven curriculum.</div></div><div><h3>Methods</h3><div>A sequential explanatory mixed-methods design was employed. Quantitative data were collected through a Likert-scale questionnaire. Qualitative data came from focus group interviews and anonymous essays. Thematic analysis identified patterns in student perceptions of translanguaging pedagogy.</div></div><div><h3>Results</h3><div>Findings revealed four key perceived benefits of translanguaging: (1) enhanced metalinguistic awareness, (2) improved comprehension of academic content, (3) increased comfort and confidence in using English, and (4) strengthened peer collaboration. While students preferred English as the primary medium, they viewed strategic L1 use as cognitively and affectively supportive.</div></div><div><h3>Conclusions</h3><div>The findings highlight translanguaging's pedagogical value in monolingual policy contexts, offering practical guidance for instruction and teacher education. Implications stress the design of linguistically inclusive, student-centered programs that prepare educators to implement translanguaging intentionally and address institutional resistance to bilingual practices.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102297"},"PeriodicalIF":4.9,"publicationDate":"2025-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Harnessing synesthesia to unlock new pathways in learning for students with disabilities 利用联觉为残疾学生开启新的学习途径

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-13 DOI: 10.1016/j.learninstruc.2025.102292

Yicheng Sun , Hanbo Yang , Dongyue Zhu , Yi Wang , Richard Suen

Background:

Special education students, especially those with learning disabilities and sensory impairments, often face challenges in engaging with traditional teaching methods, impacting their cognitive performance and emotional connection to learning.

Aims:

This study introduces synesthesia-based learning as a multisensory approach combining sight, sound, and touch to enhance student engagement and memory retention. We aim to explore its effects on emotional engagement, creativity, task completion, and participation among special education students.

Samples:

The study involves 117 students with learning disabilities, sensory impairments, and physical disabilities, enrolled in grades 1–3 (ages 12–15) in a special education program.

Methods:

A two-part experiment was conducted. In Part 1, students experiencing synesthesia-based learning were compared with a control group receiving traditional instruction. In Part 2, the control group also experienced the multisensory approach. Learning was evaluated through pre/post-tests across five dimensions: Design Vocabulary, Sentence Structure, Creative Expression, Design Principles, and Problem Solving. Additional data from surveys and teacher observations were analyzed using deep learning for sentiment and engagement analysis.

Results:

The synesthesia-based group outperformed the control group in cognitive and creative skills, with strongest effects in Grade 3. Gender-based comparisons further indicated that female students generally outperformed male students, particularly in Creative Expression and Design Principles. After experiencing the multisensory approach, the control group also exhibited statistically meaningful gains. Sentiment analysis confirmed strong emotional engagement aligned with learning gains.

Conclusions:

Synesthesia-based learning effectively supports both emotional and cognitive development in special education settings, offering a promising strategy for inclusive and engaging instruction.

背景：特殊教育的学生，特别是那些有学习障碍和感觉障碍的学生，经常面临传统教学方法的挑战，影响他们的认知表现和学习的情感联系。目的：本研究介绍了基于联觉的学习，作为一种结合视觉、声音和触觉的多感官学习方法，以提高学生的参与度和记忆力。本研究旨在探讨其对特殊教育学生的情感投入、创造力、任务完成和参与的影响。样本：这项研究涉及117名有学习障碍、感觉障碍和身体残疾的学生，他们在一个特殊教育项目中就读于1-3年级（12-15岁）。方法：采用两部分实验。在第一部分中，体验联觉学习的学生与接受传统教学的对照组进行了比较。在第2部分中，对照组也经历了多感官方法。学习通过五个方面的前/后测试来评估：设计词汇、句子结构、创造性表达、设计原则和解决问题的能力。来自调查和教师观察的其他数据使用深度学习进行情感和参与分析。结果：联觉组在认知和创造技能上优于对照组，在3年级效果最强。基于性别的比较进一步表明，女生的表现普遍优于男生，尤其是在创意表达和设计原则方面。在经历了多感官方法后，对照组也表现出统计学上有意义的收益。情绪分析证实，强烈的情感投入与学习成果是一致的。结论：基于联觉的学习有效地支持特殊教育环境下的情感和认知发展，为包容性和参与性教学提供了一种有前途的策略。

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引用次数: 0