在线多元互动环境下不同水平三人组互动投入研究——以一项协作写作任务为例

Learner Engagement in Mixed-Proficiency Triadic Interactions in the Online Multi-Interaction Environment:A Case Study of a Collaborative Writing Task

本文探究在线多元互动环境下不同水平三人组互动中学习者投入情况。24名英语专业学生按高中低水平组成8个小组,通过在线多元互动共同完成一项协作写作任务。本研究采用定性和定量相结合的方法从行为、认知及情感三个维度分析学习者互动投入,在线互动主要以语言相关片段(language related episodes,简称LREs)为分析单位。研究结果表明:不同水平参与者在话语量和话轮分布所反映的行为投入方面上无显著差异;在参与LREs(包括频度、结果及投入程度)所反映的认知投入方面无显著差异,但进一步分析发现,高水平参与者在实质性投入中的决策作用明显高于其他水平参与者;半结构化访谈结果表明,不同水平参与者在情感投入方面无明显差异,参与者总体上对在线小组互动满意度高、态度积极、体验良好。本研究将有助于加深对线上多元互动的理解,并为相关教学环境的设计及协作学习的有效开展提供参考。

This paper reports on a study of learner engagement in mixed-proficiency triadic interactions in the online multi-interaction environment.The study involved 24 English majors,who were assigned into 8 high-medium-low triads and worked on a collaborative writing task through multiinteractions.Both qualitative and quantitative data were used to examine three dimensions of learner engagement in this study:behavioral,cognitive,and affective.Language Related Episodes(LREs)were employed as a unit of analysis to examine online interactions.Results suggested that:(1)there was no significant difference between learners of different proficiency levels in behavioral engagement operationalized by the number of words and turns produced during interaction;(2)there was also no significant difference in cognitive engagement operationalized by the number of LREs they produced,the resolution of the LREs and the degree of engagement in the LREs,but further analysis of elaborate engagement in the LREs indicated that high-level students played a significantly more important role in resolution of LREs than other-level participants;(3)no difference was found in affective engagement based on interview results,which indicated that the participants generally held a positive emotional experience.This study may deepen our understanding of online multi-interactions and would shed new light on the creation of multi-interaction learning environment and the effective implementation of online collaborative learning.