深度学习作为跨文化敏感性和学习成果之间的桥梁:对中国高等教育中英语教学模式的比较研究
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
概括
跨文化敏感性 (IS) 对英语教学 (EMI) 课程的深度学习 (DL) 和学习成果 (LO) 有积极的影响. 虽然在线课程的效果更强烈,但面对面的EMI课程被认为更有效.
科学领域:
- 在教育方面
- 应用语言学
- 跨文化交流
背景情况:
- 数字化和混合学习需要在英语教学中整合国际化和技术.
- 外国教师的英语教学 (EMI-FT) 对于国际化至关重要,尤其是在虚拟环境中提出跨文化学习的挑战.
- 跨文化敏感性 (IS) 对于学生在EMI环境中的适应和深度学习 (DL) 是至关重要的,但其在不同交付方式中的作用尚未得到充分研究.
研究的目的:
- 调查跨文化敏感性 (IS),深度学习 (DL) 和学习成果 (LO) 在面对面和在线英语中介教师 (EMI-FT) 设置之间的关系.
- 检查DL在不同EMI-FT交付模式的IS-LO关系中的调解作用.
- 为了比较学生的认知和学习经验在面对面和在线EMI-FT课程.
主要方法:
- 根据比格斯的3P模型开发了一个调解框架.
- 收集了来自中国南部五所大学的1192名学生的自我报告数据.
- 使用多组分析来比较面对面和在线的EMI-FT途径.
主要成果:
- 学生认为在线EMI-FT对DL和LO的效果不如实体EMI-FT.
- 跨文化敏感性 (IS) 与DL和LO都有积极的关联.
- 深度学习 (DL) 显著调解了IS-LO关系,在在线环境中影响更为明显.
结论:
- 跨文化敏感性是EMI-FT学生成功的一个关键因素,影响深度学习和学习成果.
- 虽然在线EMI-FT面临着独特的挑战,但DL在IS-LO关系中的调解作用很大,为有针对性的干预提供了途径.
- 大学应定制EMI-FT策略以加强学生参与和学习, 考虑到面对面与在线交付的不同动态.
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