中学生具身语言学习

There are calls for developing ways to teach language that can inspire and motivate students to study additional languages. While previous research has pointed toward benefits of arts‐based activities in language learning, combining language and dance has mainly been studied with younger language learners. Contextualized within the course “Dance with language,” this study explores spoken word choreographies—word‐ and movement‐based choreographies—that combine dance and the learning of Swedish as an additional language at a Finnish upper secondary school. The study engages with new materialist theories to understand languaging as an activity and relational, embodied, and material processes. Using diffractive analysis with comics‐based research strategies, the analysis suggests that languaging‐and‐dancing become entangled through four doings: exploring, re‐working, co‐creating, and negotiating‐and‐switching. The spoken word choreographies offer a potentially valuable way to teach language in their move beyond students’ potential restrictions of vocabulary, structure, and grammar in the language to emphasize playfulness and creative explorations as part of language‐learning processes. In conclusion, the study proposes that dancing and spoken word, and the combination thereof, bring specific qualities to creating smooth languaging spaces that embrace wild, playful, creative, and unpredictable forces and movements in language‐learning practices.

This study examines how Artificial Intelligence (AI) can enhance Content and Language Integrated Learning (CLIL) through embodied, multimodal instruction in secondary Physical Education (PE). Drawing on Fernández Fontecha’s Content and Language Processing Sequence (CLPS) model, four AI-supported CLIL modules were designed and partially implemented in a Spanish secondary school. The exploratory, design-based study involved 25 students (aged 13–14) enrolled in second-year secondary education (2° ESO). Data were collected through a student perception survey and structured teacher observations to examine learners’ perceived content understanding, language use, engagement, and embodied participation in AI-supported CLIL tasks. Results indicate high levels of student engagement and positive perceptions of learning, particularly regarding vocabulary use, task comprehension, and the integration of physical movement with language use. Students reported that AI tools such as NaturalReader and Gliglish supported pronunciation practice, comprehension, and interactive language use when embedded within guided CLIL tasks. The findings highlight the pedagogical potential of AI as a mediating scaffold in embodied CLIL contexts, while underscoring the importance of teacher guidance and task design. The study contributes to emerging research on AI-enhanced CLIL by offering empirically grounded insights into the affordances and limitations of integrating AI in Physical Education.

No abstract available

Though research has shown that rhythmic training is beneficial for phonological speech processing, little empirical work has been carried out to assess whether rhythmic training in the classroom can help to improve pronunciation in a second language. This study tests the potential benefits of hand-clapping to the rhythm of newly learned French words for the acquisition of pronunciation patterns by Chinese adolescents. In a between-subjects training experiment with a pretest/posttest design, 50 Chinese adolescents either repeated new French words while clapping out their rhythmic structure (clapping condition) or only repeated the words (non-clapping condition). Participants’ oral production before and after training was (1) perceptually rated for accentedness by two French native speakers and (2) acoustically analysed for final syllable duration. While the results showed an only near-significant improvement from pretest to posttest in accentedness ratings for the clapping group, a significant improvement was obtained for acoustic durational measures. Individual musical abilities did not interact significantly in either of the two analyses, and working memory interacted significantly only with accentedness. These results show that a short training session in which clapping is used to highlight the prosodic structure of words can help improve pronunciation in a foreign language.

Abstract Multimodal (inter)action analysis offers a powerful and robust methodology for the study of action and interaction between social actors, their environment, and the objects and tools within. Yet its implementation in the analysis of synchronous multimodal online data sets, e.g. (inter)actions via videoconferencing, is limited. Drawing on our research in understanding teacher-learner (inter)actions in instruction-giving fragments in synchronous multimodal online language lessons, we describe and illustrate the ways in which we adapted and extended some of the methodological and analytical tools. These include (1) the use of a grounded theory approach in delineating and identifying higher-level actions, (2) the embodiment and disembodiment of frozen actions, (3) electronic print mode, (4) semiotic lag, (5) semiotic (mis)alignment, (6) modal density (mis)alignment, and (7) how modal density can be achieved by brisk modal shifts in addition to through modal intensity and complexity. We conclude by a call for further educational research in online teaching platforms using the framework to have richer understandings of the (inter)actions between social actors with particular roles and identities (teachers-learners), their environment, and the objects and tools within, which bring their “own material properties, feel and techniques of use, affordances and limitations” (Chun, Dorothy, Richard Kern & Bryan Smith. 2016. Technology in language use, language teaching, and language learning. The Modern Language Journal 100. 64–80: 65).

In educational settings, theory and practice of foreign language (FL) learning have been dominated by a cognitive output-driven notion of an ostensibly quantifiable “efficiency” of FL learning. The concepts of enaction and embodiment challenge the conventional view of language learning by positing that the learner's organism endows components of the environment with specific meaningfulness, and the environment provides the organism with specific affordances, activating modality-specific brain areas. Hence, cognitive learning processes can no longer be understood as linear input-output functions for accumulating information in the brain but must involve the sensory and motor capacities of learners' bodies. Action-oriented foreign language learning scenarios mobilize preverbal (inter)corporeal experiences, which are actually lived through in multisensorial and multimodal experiences. Whereas methodologies promoting bodily activation emphasize learners becoming more attuned to the foreign language-framed eco-social environment and its semiotic resources, they tend to overlook the aspect of the learner's immaterial lived body and its pre-reflective resonances with and responses to actually experiencing the FL and its manifestations which is vital for connecting subjective corporeal memories to the FL learning process. What was corporeally sensed as striking resonances can be made explicit through attentiveness and reflective verbal explication. Conversely, learned items appear to be more meaningful to the learner when the situated affective background shines through. Since language is a form of embodied sociality, the objective for FL learners is to incorporate the foreign language as an integrated semiotic repertoire for sociocultural behavior through body mobilization and enhanced attentiveness to the preverbal resonances and responses of their lived body.

Immersive virtual reality (VR) technology is becoming widespread in education, yet research of VR technologies for students’ multimodal communication is an emerging area of research in writing and literacies scholarship. Likewise, the significance of new ways of embodied meaning making in VR environments is undertheorized—a gap that requires attention given the potential for broadened use of the sensorium in multimodal language and literacy learning. This classroom research investigated multimodal composition using the virtual paint program Google Tilt Brush™ with 47 elementary school students (ages 10–11 years) using a head-mounted display and motion sensors. Multimodal analysis of video, screen capture, and think-aloud data attended to sensory-motor affordances and constraints for embodiment. Modal constraints were the immateriality of the virtual text, virtual disembodiment, and somatosensory mismatch between the virtual and physical worlds. Potentials for new forms of embodied multimodal representation in VR involved extensive bodily, haptic, and locomotive movement. The findings are significant given that research of embodied cognition points to sensorimotor action as the basis for language and communication.

Recent development in second language acquisition scholarship has advanced our understanding of how language is acquired by aligning the mind, body, and socio-material world.  Although many studies have been conducted from this perspective, more study on alignment focusing on writing a play script story in literature is needed. Drawing upon the idea of socio-cognitive alignment, this study investigated English literature student interactions during the process of writing a play script. It aims were to find out how mind-body-world as socio-cognitive alignment could contribute to a meaning-making process during writing a play script. A moment analysis was used as a method for analyzing data which were elicited from an audio/videotape recording and semi-structured interviews using a digital platform.  Results revealed that the integration of mind, body, and world was well-coordinated during the process of writing the play script. That is, the integration of mind-body-world was evident in how the students employed both verbal resources and other multimodalities in working with literary works and fiction. The study also demonstrated the importance of alignment and interaction for the development of fiction writing and language competence of EFL students.

No abstract available

The current distance education's reliance on 2D videoconferencing exposes serious limitations in supporting em-bodied collaboration in primary education. This study evaluates a mixed reality (MR) alternative, the Shared Holographic Learning Environment, using Microsoft HoloLens 2 and Intel RealSense to enable bidirectional holographic collaboration between geographically dispersed classrooms. We conducted a mixed-methods experiment involving 16 Finnish sixth-grade students comparing 2D video conferencing (TV/tablet) and 3D-2D hybrid interaction.

Objectives Emerging evidence highlights the benefits of integrating physical activity and cognitive strategies, such as motor imagery (MI), into educational contexts to support language acquisition and skill development. However, the interactive effects of physical education (PE) and MI on second language learning remain underexplored. Methods This study investigated the combined impact of PE, MI, and English instruction on vocabulary retention, motor performance, and student enjoyment in junior secondary students. Using a crossover repeated-measures design, 92 students (aged 12–13) participated in seven randomized class sessions incorporating different combinations of PE, MI, and English (alone, in pairs, or all together) over a two-week period. Vocabulary retention was assessed through pre- and post-class English quizzes, motor skill performance was measured using basketball passing accuracy, and enjoyment was evaluated through post-session surveys. Results All combinations led to significant post-session improvements in English quiz scores (p < 0.001), with the highest improvements observed in the PE + MI + English condition. Similar patterns were found for passing accuracy, where PE-containing sessions produced the greatest improvements, particularly when combined with MI and English (p < 0.001). Enjoyment scores were also significantly higher in integrated conditions, especially PE + MI + English, suggesting increased engagement. A significant interaction between class type and time was found for both vocabulary and motor skill performance (p < 0.001), with very large effect sizes (ηp2 = 0.772 and 0.699, respectively). Conclusion These findings suggest that integrating physical, cognitive, and linguistic activities may positively impact both learning outcomes and student experience, supporting a multidisciplinary, multimodal approach to education. However, longitudinal studies are needed to identify potential long-term effects on consolidated learning.

Digital games could potentially foster learners’ motivation to collaborate with peers and self-directed learning. In line with that, this study aims to explore the influence of game features in massively multiplayer online role-playing games (MMORPGs) that motivates collaboration among ESL learners. 16 ESL game players who have experience playing online games were recruited for the study. The participants were required to play Lost Ark for 60 hours, and their interactions during the gameplay sessions were video recorded. The participants were interviewed, and the sessions were audio recorded. A qualitative content analysis was conducted on two sets of data collected from the excerpts transcribed from video and audio recordings, namely (a) participants’ collaborative discussions during gameplay sessions, and (b) participants’ responses during online semi-structured interview sessions. The findings from the interviews revealed that the game features of MMORPGs seemed to motivate ESL learners to engage in collaborative discussions during gameplay sessions. The findings also revealed episodes of incidental vocabulary learning during collaborative discussions, which implied that digital game-based learning via MMORPG could influence ESL learners’ mastery of the English language, indicating that MMORPG could enhance the lexical knowledge of ESL learners. The findings show that MMORPG may potentially improve learners’ lexical knowledge and English proficiency, which could prove beneficial to future researchers who may wish to explore how online game genres and attributes of players influence the process of collaborative discussion that is linked to incidental vocabulary learning.

This study examined the efficacy of collaborative and multimodal learning strategies in enhancing English language proficiency among ESL/EFL learners. A total of 120 secondary school-aged learners from three schools in the United Kingdom participated in the study, with half of the participants receiving collaborative and multimodal instruction, while the other half received traditional instruction. Pre and post-tests were conducted using the Oxford Quick Placement Test, and a modified version of the Language Learning Motivation and Engagement Scale was used to assess student engagement and motivation. Observational data were also collected to record instances of collaborative and multimodal activities. Quantitative analysis revealed that the experimental group exhibited a significant improvement in post-test scores and higher levels of engagement and motivation compared to the control group. The results suggest that the integration of collaborative and multimodal learning strategies can effectively enhance English language proficiency among ESL/EFL learners and contribute to the development of more inclusive and dynamic learning environments. The findings of this study contribute to the ongoing development of learner-centred approaches in ELT and offer valuable insights for educators seeking to enhance their teaching practices.

Despite their demographic importance in U.S. classrooms, little is known about how the strengths and needs of English learners are engaged through technology, particularly as it is embodied by one-to-one devices such as iPads and Chromebooks. An exploratory study of English learners in technology-enhanced classrooms was undertaken at an urban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used quantitative classroom observations and student surveys to explain variation in English language development among English learners and across classrooms. Findings show that the features of technology-enhanced classrooms that best supported language development were aligned with student-centered and strengths-based teaching; the use of technology in the classroom alone was insufficient. Our findings also bring to light individual characteristics of English learners that shaped their language development in technology-enhanced classrooms. These individual characteristics include academic engagement and language use with friends, as well as student work and being over-age for their grade.