教師於線上教學的次語言對學生情感投入之影響
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Date
2023
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Abstract
2019年新型冠狀病毒大流行促使傳統的面對面的教學方式迅速轉為線上教學，同時教師需要改變教學方式，以適應新的教學型態，而學生則脫離教師的直接管理。教師在線上課堂中無法立即掌握學生情況，學生在線上學習時的投入度和情感狀態一直受到關注。教師除了調整教學方法來提升學生在線上學習的投入度之外，其本身的表達方式，如臉部表情的變化、聲音語調、言語用詞等，都會影響學生的情感投入。本研究以教師在教學中展現的次語言情緒進行研究，共計240名教師以非同步的方式進行線上教學，同時蒐集學習的學生情感投入程度，研究發現教師本身的聲音魅力對學生的情感投入程度具高度正相關，若是在聲音魅力增加恐懼的次語言情緒，可再提升一些學生的情感投入。研究的結果可提供教師於非同步教學中運用次語言的實務建議。
The COVID-19 pandemic in 2019 prompted a rapid shift from traditional face-to-face teaching to online instruction. Teachers had to adapt their teaching methods to accommodate the new mode of instruction, whilestudents found themselves outside of direct teacher supervision. In online classrooms, teachers were unable to immediately gauge student engagement and emotional states, which remained a concern. In addition to adjusting their teaching methods to enhance student engagement in online learning, teachers' own expressions, such as facial expressions, tone of voice, and choice of words, could impact student emotional involvement. This study focused on exploring teachers' paraverbal emotions displayed during instruction. A total of 240 teachers conducted asynchronous online teaching, while collecting data on students' emotional engagement. The study found a significant positive correlation between teachers' paraverbal and students' emotional engagement. Moreover, incorporating fear as a sublanguage emotion in vocal charisma further enhanced students' emotional involvement. The findings of this study provide practical suggestions for teachers to utilize sublanguage in asynchronous teaching.
The COVID-19 pandemic in 2019 prompted a rapid shift from traditional face-to-face teaching to online instruction. Teachers had to adapt their teaching methods to accommodate the new mode of instruction, whilestudents found themselves outside of direct teacher supervision. In online classrooms, teachers were unable to immediately gauge student engagement and emotional states, which remained a concern. In addition to adjusting their teaching methods to enhance student engagement in online learning, teachers' own expressions, such as facial expressions, tone of voice, and choice of words, could impact student emotional involvement. This study focused on exploring teachers' paraverbal emotions displayed during instruction. A total of 240 teachers conducted asynchronous online teaching, while collecting data on students' emotional engagement. The study found a significant positive correlation between teachers' paraverbal and students' emotional engagement. Moreover, incorporating fear as a sublanguage emotion in vocal charisma further enhanced students' emotional involvement. The findings of this study provide practical suggestions for teachers to utilize sublanguage in asynchronous teaching.
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Keywords
次語言, 線上教學, 學生情感投入, paraverbal, online teaching, student emotional engagement