ABSTRACT

Online learning environments afford opportunities for participation and equally offer a new perspective on engaging vicariously. Drawing on the concept of vicarious learning and taking account of the roles of input and interaction for language development, this paper reports on an enquiry into students’ retrospective use of recorded group tutorials. It is the first to investigate in what ways indirect participation in interactive online sessions may mediate second language learning. The study harnessed user data (N = 964) and explored learner perception through semi-structured interviews (n = 13) to increase our understanding of who uses tutorial recordings and to what perceived linguistic and motivational benefit. The article argues that recorded group tutorials may support language learning by encouraging deep engagement with interactional input. This is relevant to educational practice in online and blended contexts, as well as to our understanding of language learning as a cognitive and social activity.

摘要

在线学习环境提供了参与的机会，并同样提供了替代参与的新视角。借鉴替代学习的概念，并考虑了输入和交互作用对语言发展的作用，本文报告了对学生回顾性使用录制的小组教程的调查。这是第一个研究间接参与交互式在线会议可以以何种方式介导第二语言学习的方式。这项研究利用了用户数据（N = 964），并通过半结构化访谈（n= 13）增进我们对谁使用教程录音的理解，以及对语言和动机的好处。文章认为，录制的小组教程可以通过鼓励深度参与交互输入来支持语言学习。这与在线和混合环境中的教育实践以及我们对语言学习作为一种认知和社交活动的理解有关。