Peer Interaction Dynamics and Second Language Learning Trajectories During Study Abroad: A Longitudinal Investigation Using Dynamic Computational Social Network Analysis

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-11-06 DOI:10.1111/lang.12681

Michał B. Paradowski, Nicole Whitby, Michał Czuba, Piotr Bródka

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引用次数: 0

Abstract

Using computational Social Network Analysis (SNA), this longitudinal study investigates the development of the interaction network and its influence on the second language (L2) gains of a complete cohort of 41 U.S. sojourners enrolled in a 3‐month intensive study‐abroad Arabic program in Jordan. Unlike extant research, our study focuses on students’ interactions with alma mater classmates, reconstructing their complete network, tracing the impact of individual students’ positions in the social graph using centrality metrics, and incorporating a developmental perspective with three measurement points. Objective proficiency gains were influenced by predeparture proficiency (negatively), multilingualism, perceived integration of the peer learner group (negatively), and the number of fellow learners speaking to the student. Analyses reveal relatively stable same‐gender cliques, but with changes in the patterns and strength of interaction. We also discuss interesting divergent trajectories of centrality metrics, L2 use, and progress; predictors of self‐perceived progress across skills; and the interplay of context and gender.

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留学期间同伴互动动态与第二语言学习轨迹：利用动态计算社交网络分析进行纵向调查

本纵向研究采用计算社会网络分析（SNA）方法，调查了互动网络的发展及其对在约旦参加为期 3 个月阿拉伯语强化海外学习项目的 41 名美国寄宿生第二语言（L2）学习成果的影响。与现有研究不同的是，我们的研究侧重于学生与母校同学之间的互动，重建了他们的完整网络，利用中心度量法追踪了学生个人在社会图谱中的位置所产生的影响，并通过三个测量点纳入了发展的视角。客观能力的提高受到出发前能力（负面）、多语言能力、对同伴学习者群体融合的感知（负面）以及与学生交谈的同伴学习者数量的影响。分析表明，同性小团体相对稳定，但互动的模式和强度有所变化。我们还讨论了有趣的中心度量、L2 使用和进步的不同轨迹；不同技能中自我感觉进步的预测因素；以及情境和性别的相互作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.