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

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

{"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":"2025-12-01","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}

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

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

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

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

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

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

{"title":"Lessons from a change laboratory in plant health risk management: The dynamics of concept formation","authors":"Irene Vänninen , Marco Antonio Pereira Querol","doi":"10.1016/j.lcsi.2025.100944","DOIUrl":"10.1016/j.lcsi.2025.100944","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100944"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010098","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}

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

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

{"title":"The importance of ‘workarounds’ in simulation training – A case study of a first responder mass casualty incident MR simulation","authors":"David Sjöberg , Oscar Rantatalo , Rebecca Baxter , Lina Gyllencreutz","doi":"10.1016/j.lcsi.2025.100924","DOIUrl":"10.1016/j.lcsi.2025.100924","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100924"},"PeriodicalIF":2.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704116","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}

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

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

{"title":"Exploring a Chinese kindergarten teacher's perezhivanie when teaching mathematics in an educational experiment","authors":"Wenxuan Zhang, Liang Li, Leigh Disney","doi":"10.1016/j.lcsi.2025.100938","DOIUrl":"10.1016/j.lcsi.2025.100938","url":null,"abstract":"<div><div>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 <em>perezhivanie</em> and <em>crisis</em> 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.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100938"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830867","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}

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

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

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

Learning Culture and Social Interaction Pub Date : 2025-10-01 Epub Date: 2025-09-16 DOI: 10.1016/j.lcsi.2025.100935

Fatma Badem

{"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":"2025-10-01","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}

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

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

{"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":"2025-10-01","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}

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

Learning Culture and Social Interaction Pub Date : 2025-10-01 Epub Date: 2025-09-08 DOI: 10.1016/j.lcsi.2025.100941

Jenny Gudmundsen

引用次数: 0