Which Type of Interpersonal Interaction Better Facilitates College Student Learning and Development in China:Face-to-Face or Online?

Purpose:This study attempts to explore how Chinese college students engage in face-to-facesynchronous and online asynchronous interactions and examine how the two different interacition types are associated with their academic learning(learning achievement and the developmentof research skills),satisfaction,and their perceptions of learning environments.DesignlApproach/Methods:A sample of 3,999 undergraduate students from a research university in Northern China participated in the survey.Aseries of cluster analysis,one-way analysisof variance,and hierarchical multiple regression were conducted.Findings:The cluster analysis results revealed that there were four types of learners amongthese students and thata large percentage of Chinese undergraduates were classified into eitherdigital communicators(36.16%)or passive interactors(32.71%).In general the face-to-facesynchronous interaction generated more desirable academic learning perceptions of the learn-ing environment,and higher satisfaction than the online asynchronous interaction in mostaspects.However,the asynchronous online interaction fostered student autonomy and contributed to students'completion of an in-depth thesis.OriginalitylValue:By distinguishing face-to-face synchronous versus online asynchronousinteractions,this study led toan enhanced knowledge of the interactive patterns of Chinesecollege students and uncovered the specific effects of the two types ofinterpersonal interactionsin Chinese research universities.

Support and Companionship in Virtual Communities: Establishing a COVID-19 Counseling Network for Soldiers and the Collective Healing Phenomenon

Counseling people,particularly those in the military engaged in group living,who are in quarantine during the COVID-19 pandemic is a challenge.Therefore,supporting the people in quarantine who are experiencing psy-chological and interpersonal problems has become a new challenge in military mental health.This study’s primary concern was how to overcome the problems caused by physical quarantine.The study subject was a virtual coun-seling network and its operating experience during the quarantine period in Taiwan amidst the global COVID-19 pandemic.For soldiers who mainly live in groups,this study discussed how the virtual counseling network combined with the existing military support group to determine what influence the network had on peo-ple in quarantine.This study found that this group exhibited four types of experiences:togetherness,empathy,confidence,and belonging and cohesion.Such experiences are beneficial for group healing through mutual sup-port and companionship.Collective cohesion and psychological healing can be achieved through a virtual com-munity.This is worthy of attention,particularly in the pandemic or post-pandemic era.Physical isolation has become a fact of life,and such isolation is not just isolation from disease but also between regional boundaries.Counseling and support systems in virtual space or the operation of virtual teams must be considered for the future.

Vygotskian Approaches to Interlanguage Fossilization

During the process of language acquisition, interlanguage fossilization is a common phenomenon among second language learners. Based on Vygotskian approaches, this paper looks at the causes of interlanguage fossilization, including social identity, learners' motivation, the influence of one's mother tongue and learning styles. By vividly incorporating my own language learning experience, this paper intends to explain how theory can be applied to practice; thereby attempting to shed light on second language learning and teaching. In conclusion, this paper suggests that teachers should get to know their students by paying attention to the most influential factors and encourage interpersonal interaction.

Metadiscourse Use in English Job Applications

Under the theoretical framework of Hyland＇s interpersonal model of metadiscourse, an in-depth analysis of the distribution and characteristics of metadiscourse in English job applications is carried out. The findings show that metadiscourse is frequently used in English job applications and these resources have different occurrence frequencies. The writers use more interactional metadiscourse than interactive metadiscourse. Among all the metadiscourse subcategories, self-mentions, transitions and hedges are frequently used. The analysis demonstrates that all metadiscourse resources seem to stress the interpersonal potential in order to convey a persuasive message under an informative mask. It is also shown that metadiscourse use is genre-constrained and the writer＇s writing purpose.