インターカルチャー・センシビリティと学習成果の架け橋としてのディープ・ラーニング:中国の高等教育における英語による指導方法の比較研究
Qian Long1, Shengbing Li2, Ran An3
1School of Education, South China Normal University, Guangzhou 510650, China; International Office, South China University of Technology, Guangzhou 510640, China.
Acta psychologica
|August 20, 2025
まとめ
インターカルチャル・センシビリティ (IS) は,英語による指導 (EMI) のコースにおけるディープ・ラーニング (DL) と学習成果 (LO) に好ましい影響を及ぼします. DLはこの関係を仲介し,オンラインの設定はより強い効果を示していますが,個人 EMI コースはより効果的であると認識されています.
科学分野:
- 教育
- 応用言語学
- 文化間のコミュニケーション
背景:
- デジタル化とブレンドラーニングは,国際化とテクノロジーを英語教育 (EMI) に統合することを必要としています.
- 外国教師による英語による指導 (EMI-FT) は国際化にとって極めて重要であり,特に仮想環境での異文化間の学習課題を提示しています.
- インターカルチャー・センシビリティ (IS) は,EMI環境における学生の適応とディープ・ラーニング (DL) に不可欠ですが,その役割は,提供方法の間で十分に研究されていません.
研究 の 目的:
- インターカルチャル・センシビリティ (IS),ディープ・ラーニング (DL),学習成果 (LO) の関係について,個人対面やオンラインでの外国教師による英語教育 (EMI-FT) の両方で調査する.
- 異なる EMI-FT 配信モードにおける IS-LO 関係における DL の仲介的役割を検討する.
- 学生の認識と学習体験を対面とオンラインのEMI-FTコースで比較する.
主な方法:
- ビッグス3Pモデルに基づく仲介の枠組みが開発されました.
- 中国南部の5つの大学で1192人の学生から自己報告データを集めました.
- マルチグループ分析を用いて,個人対面とオンラインでの EMI-FT 経路を比較した.
主要な成果:
- 生徒はオンラインの EMI-FT を個人での EMI-FT に比べて DL と LO の効果が低いと認識しました.
- 異文化感受性 (IS) は,DLとLOの両方と正の関連性を示した.
- ディープラーニング (DL) は,オンライン環境でより顕著な効果を及ぼし,IS-LOの関係を大幅に仲介しました.
結論:
- EMI-FTにおける生徒の成功の鍵となる要因は,深層学習と学習成果の両方である.
- オンラインのEMI-FTはユニークな課題を提示しますが,IS-LOの関係におけるDLの仲介の役割は重要で,ターゲットを絞った介入の機会を提供します.
- 大学は EMI-FTの戦略を学生の関わりと学習を高めるために調整し,オンラインと直接の授業の異なるダイナミクスを考慮する必要があります.
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