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題名 自媒體場景下的英語教師教學投資研究
Riding the Digital Wilds: English Teacher Investment on Social Media作者 江韻
Jiang, Yun貢獻者 招靜琪
Chao, Chin-chi
江韻
Jiang, Yun關鍵詞 英語教學
自媒體
投資理論
質性個案研究
English teaching
social media
investment
qualitative case study日期 2024 上傳時間 4-九月-2024 13:55:41 (UTC+8) 摘要 隨著網路技術的發展和廣泛應用，過去十年間，實踐數字教育的可能性顯著增長。在便攜設備的廣泛使用的推動下，英語學習可以通過數字平臺隨時隨地進行。傳統的線下課堂正在逐漸從英語學習的主要形式演變為僅僅是其中一種選擇（Reinders & Benson, 2017; Benson, 2017）。研究已經證明，社交媒體作為數字學習場所之一，能夠促進學習發生，並賦予教師和學習者新角色（例如，Chao, 2022; Fang, 2021; Zhang, 2022）。與正式的教育機構中的系統化的傳統教學相比，教師自主發起的英語教學享有更多的自由，例如，選定學習者、設定教學目標、選擇教學內容，以及選擇教學平臺的自由（例如，Chao, 2022; Zhao, 2023）。在社交媒體平臺上自發進行的教學逐漸成為喜歡這種自由的教師的新職業選擇（Chao, 2022; Han & Reinhardt, 2022）。然而，文獻綜述回顧表明，關於社交媒體平臺上的英語教學的研究仍處於起步階段。本研究就是為了在這一方面的研究做出貢獻， 聚焦於那些不隸屬於任教育機構，而是通過社交媒體平臺自發進行英語教學實踐的英語教師們。 本研究採用Darvin和Norton（2015）的投資理論作為理論視角，探討英語教師如何在社交媒體上構建、組織和維持他們的教學活動。本研究採用質性個案研究作為方法論，調查參與者在社交媒體上的教學歷程。本研究數據收集自兩位英語教師在社交媒體平臺上的教學活動，她們沒有在任何教育機構任教，而選擇通過社交媒體進行教學作為職業。數據收集方式為半結構化訪談、跟進訪談、以及觀察他們在社交媒體上的教學頻道，收集與參與者教學相關的活動。 研究結果表明，教師的投資行為與社交媒體上的三個意識形態（吸引流量、滿足需求和參與文化）息息相關。在這三個主要意識形態的影響下，英語教師通過與學習者互動，瞭解學習者的需求和回應學習者的需求來為他們的教學視頻吸引流量。同时，他們在教學實踐的過程中構建出了「自主學習的催化劑」這樣的教師角色，因為在社交媒體上，教師和學習者都脫離了教育機構的約束，教師的教學實踐越能激發學習者的自主性，真正的學習就越可能實現。基於兩位教師的教學實踐，本文提出提出了一個交織的模型以闡釋教師投資行為和身份構建的過程。此外，基於社交媒體上教學實踐的特殊性，本研究建議教師應承擔新的責任，掌握新的媒體素養以促進學習在社交媒體平臺的環境中發生。
With the development and widespread of web technologies, the educational possibilities in digital space have grown significantly over the past decade. Facilitated by the widespread use of portable devices, language learning can happen anywhere and anytime in the digital wilds. The transitional classroom offline is slowly drifting away from being THE center of language learning rather than just one of the venues (Reinders & Benson, 2017; Benson, 2017). Research has proved that social media, as one of the digital learning venues, can make learning happen and grant new roles to teachers and learners (e.g., Chao. 2022; Fang, 2021; Zhang, 2022). Compared with teaching practice under the systematic control of formal educational institutions, English teaching initiated by teachers on social media enjoys more freedom in targeting ideal learners, setting teaching aims, selecting teaching contents, and choosing teaching platforms (e.g., Chao, 2022; Zhao, 2023). Teaching in the digital wilds, especially on social media platforms where are the channels for learners and teachers come cross with each other, gradually becomes a new career option for language teachers who enjoy such freedom (Chao, 2022; Han & Reinhardt, 2022). However, the review of the literature indicated that the research on English teaching on social media platforms is still in its infancy. To respond to the gap, my dissertation focuses on English teachers who do not belong to formal educational institutions but initiated English teaching practice through social media platforms. To analyze teachers’ teaching experience, the current study adopts Darvin and Norton’s (2015) framework of investment as a theoretical lens to investigate how English teachers construct, organize, and sustain their self-initialed teaching on social media. The case study was employed as the methodology to explore the participants’ teaching experience on social media. Data were collected from two English teachers who now did not work for any educational institutions but chose to teach through social media as a career. The data were collected through semi-structured interview, follow-up interview, and observation of their channels on social media for collecting artifacts related to participants’ teaching. Findings demonstrate that the three ideologies on social media -- traffic gaining, needs satisfying, and participatory culture -- are powerful elements in shaping teachers’ investment strategies and identity construction process. Guided by these ideologies, teachers try to gain traffic for their teaching videos by interacting with learners, identifying learners’ needs, and responding to them. Their teaching practice constructs a teacher identity as a catalyst for autonomous learning on social media platforms. Since both teachers and learners are out of the systematic control of the educational institutions on social media, the more the teaching practice can trigger the autonomy in learners, the more learning can happen. A model of the investment and identity construction process was proposed based on two participants’ teaching practices. Based on the specialty of the teaching practice on social media, the current study suggests that teachers should shoulder new responsibility, be equipped with new literacy, and carry out a new teaching approach to make learning happen in the environment of social media platforms.參考文獻 Androputsopolous, J. (2013). Online Data Collection. In C. Mallison, B. Childs, G. v. Herk (Eds.) Data Collection in Sociolinguistics: Methods and Applications (pp. 236–250). New York, NY: Routledge Balkin, J. M., & Sonnevend, J. (2016). The digital transformation of education. Education and social media: Toward a digital future, 9-24. Benson, P. (2017). 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Capitalizing on the look: insights into the glance, attention economy, and Instagram. Critical Studies in Media Communication, 35(2), 137-150. 描述 博士
國立政治大學
英國語文學系
106551503資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106551503 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-chi en_US dc.contributor.author (作者) 江韻 zh_TW dc.contributor.author (作者) Jiang, Yun en_US dc.creator (作者) 江韻 zh_TW dc.creator (作者) Jiang, Yun en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-九月-2024 13:55:41 (UTC+8) - dc.date.available 4-九月-2024 13:55:41 (UTC+8) - dc.date.issued (上傳時間) 4-九月-2024 13:55:41 (UTC+8) - dc.identifier (其他 識別碼) G0106551503 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153124 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 106551503 zh_TW dc.description.abstract (摘要) 隨著網路技術的發展和廣泛應用，過去十年間，實踐數字教育的可能性顯著增長。在便攜設備的廣泛使用的推動下，英語學習可以通過數字平臺隨時隨地進行。傳統的線下課堂正在逐漸從英語學習的主要形式演變為僅僅是其中一種選擇（Reinders & Benson, 2017; Benson, 2017）。研究已經證明，社交媒體作為數字學習場所之一，能夠促進學習發生，並賦予教師和學習者新角色（例如，Chao, 2022; Fang, 2021; Zhang, 2022）。與正式的教育機構中的系統化的傳統教學相比，教師自主發起的英語教學享有更多的自由，例如，選定學習者、設定教學目標、選擇教學內容，以及選擇教學平臺的自由（例如，Chao, 2022; Zhao, 2023）。在社交媒體平臺上自發進行的教學逐漸成為喜歡這種自由的教師的新職業選擇（Chao, 2022; Han & Reinhardt, 2022）。然而，文獻綜述回顧表明，關於社交媒體平臺上的英語教學的研究仍處於起步階段。本研究就是為了在這一方面的研究做出貢獻， 聚焦於那些不隸屬於任教育機構，而是通過社交媒體平臺自發進行英語教學實踐的英語教師們。 本研究採用Darvin和Norton（2015）的投資理論作為理論視角，探討英語教師如何在社交媒體上構建、組織和維持他們的教學活動。本研究採用質性個案研究作為方法論，調查參與者在社交媒體上的教學歷程。本研究數據收集自兩位英語教師在社交媒體平臺上的教學活動，她們沒有在任何教育機構任教，而選擇通過社交媒體進行教學作為職業。數據收集方式為半結構化訪談、跟進訪談、以及觀察他們在社交媒體上的教學頻道，收集與參與者教學相關的活動。 研究結果表明，教師的投資行為與社交媒體上的三個意識形態（吸引流量、滿足需求和參與文化）息息相關。在這三個主要意識形態的影響下，英語教師通過與學習者互動，瞭解學習者的需求和回應學習者的需求來為他們的教學視頻吸引流量。同时，他們在教學實踐的過程中構建出了「自主學習的催化劑」這樣的教師角色，因為在社交媒體上，教師和學習者都脫離了教育機構的約束，教師的教學實踐越能激發學習者的自主性，真正的學習就越可能實現。基於兩位教師的教學實踐，本文提出提出了一個交織的模型以闡釋教師投資行為和身份構建的過程。此外，基於社交媒體上教學實踐的特殊性，本研究建議教師應承擔新的責任，掌握新的媒體素養以促進學習在社交媒體平臺的環境中發生。 zh_TW dc.description.abstract (摘要) With the development and widespread of web technologies, the educational possibilities in digital space have grown significantly over the past decade. Facilitated by the widespread use of portable devices, language learning can happen anywhere and anytime in the digital wilds. The transitional classroom offline is slowly drifting away from being THE center of language learning rather than just one of the venues (Reinders & Benson, 2017; Benson, 2017). Research has proved that social media, as one of the digital learning venues, can make learning happen and grant new roles to teachers and learners (e.g., Chao. 2022; Fang, 2021; Zhang, 2022). Compared with teaching practice under the systematic control of formal educational institutions, English teaching initiated by teachers on social media enjoys more freedom in targeting ideal learners, setting teaching aims, selecting teaching contents, and choosing teaching platforms (e.g., Chao, 2022; Zhao, 2023). Teaching in the digital wilds, especially on social media platforms where are the channels for learners and teachers come cross with each other, gradually becomes a new career option for language teachers who enjoy such freedom (Chao, 2022; Han & Reinhardt, 2022). However, the review of the literature indicated that the research on English teaching on social media platforms is still in its infancy. To respond to the gap, my dissertation focuses on English teachers who do not belong to formal educational institutions but initiated English teaching practice through social media platforms. To analyze teachers’ teaching experience, the current study adopts Darvin and Norton’s (2015) framework of investment as a theoretical lens to investigate how English teachers construct, organize, and sustain their self-initialed teaching on social media. The case study was employed as the methodology to explore the participants’ teaching experience on social media. Data were collected from two English teachers who now did not work for any educational institutions but chose to teach through social media as a career. The data were collected through semi-structured interview, follow-up interview, and observation of their channels on social media for collecting artifacts related to participants’ teaching. Findings demonstrate that the three ideologies on social media -- traffic gaining, needs satisfying, and participatory culture -- are powerful elements in shaping teachers’ investment strategies and identity construction process. Guided by these ideologies, teachers try to gain traffic for their teaching videos by interacting with learners, identifying learners’ needs, and responding to them. Their teaching practice constructs a teacher identity as a catalyst for autonomous learning on social media platforms. Since both teachers and learners are out of the systematic control of the educational institutions on social media, the more the teaching practice can trigger the autonomy in learners, the more learning can happen. A model of the investment and identity construction process was proposed based on two participants’ teaching practices. Based on the specialty of the teaching practice on social media, the current study suggests that teachers should shoulder new responsibility, be equipped with new literacy, and carry out a new teaching approach to make learning happen in the environment of social media platforms. en_US dc.description.tableofcontents TABLE OF CONTENTS ACKNOWLEDGMENTS i TABLE OF CONTENTS vi LIST OF FIGURES ix CHINESE ABSTRACT i ABSTRACT iii CHAPTER 1 1 Background 1 Statement of the Problem 3 Purpose of the Study 5 Overview of the Dissertation 6 CHAPTER 2 8 Framework of Investment 8 Investment and language teachers. 9 Expanded model of investment. 10 Context in the Digital Wilds 13 Culture of sharing. 14 Culture of edutainment. 15 Culture of conducting business 16 Algorithm recommendation in the social media platforms. 18 Teacher Identity in the Digital Wilds 19 Identity gaining in the digital wilds. 19 Identity shifting in digital wilds. 21 Identity reinforcing in digital wilds. 22 CHAPTER 3 25 Research Design: Qualitative Case Study 25 Contexts: The Social Media Platforms Involved in the Current Study 26 Xiaohongshu (小紅書). 26 Bilibili (B站). 27 Douyin (抖音). 27 The Participants 28 Lily. 30 Snow. 31 Data Collection 32 Semi-structured Interviews. 33 Instant text messages through WeChat as supplementary data. 34 On-line observation. 35 Data Analysis 37 Trustworthiness 40 CHAPTER 4 43 Lily 43 Teacher identity presentation on Xiaohongshu. 45 Teacher investment on social media. 49 Snow 61 Teacher identity presentation on social media. 62 Teacher investment on social media. 71 CHAPTER 5 90 Ideology: Matching the Teaching Practice with the Ideology on Social Media 91 Traffic gaining. 91 Users need satisfaction. 93 Culture of participation. 95 Identities: Understanding the Teacher Identity Construction on Social Media 96 Co-construction of teacher identity with the learners. 97 Construction of an identity as a catalyst for autonomous learning. 99 Construction of other multiple identities through back-staging. 101 Capital: Understanding the Teacher’s Capital on Social Media 104 Efficient capital display for learner engagement. 104 Utilization of the capitals in teaching activities. 104 Needs-addressing ability as a valuable capital on social media. 106 Investment: A Model of Teacher Investment 107 CHAPTER 6 112 Summary of the study 112 Pedagogical Implication 113 New responsibility. 113 New media literacy. 115 Limitation and Suggestion for the Future Study 117 REFERENCES 119 APPENDIX A 125 APPENDIX B 128 zh_TW dc.format.extent 3790049 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106551503 en_US dc.subject (關鍵詞) 英語教學 zh_TW dc.subject (關鍵詞) 自媒體 zh_TW dc.subject (關鍵詞) 投資理論 zh_TW dc.subject (關鍵詞) 質性個案研究 zh_TW dc.subject (關鍵詞) English teaching en_US dc.subject (關鍵詞) social media en_US dc.subject (關鍵詞) investment en_US dc.subject (關鍵詞) qualitative case study en_US dc.title (題名) 自媒體場景下的英語教師教學投資研究 zh_TW dc.title (題名) Riding the Digital Wilds: English Teacher Investment on Social Media en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Androputsopolous, J. 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