Using computational Social Network Analysis (SNA), this longitudinal study investigates the development of the interaction network and its influence on the second language (L2) gains of a complete cohort of 41 U.S. sojourners enrolled in a 3‐month intensive study‐abroad Arabic program in Jordan. Unlike extant research, our study focuses on students’ interactions with alma mater classmates, reconstructing their complete network, tracing the impact of individual students’ positions in the social graph using centrality metrics, and incorporating a developmental perspective with three measurement points. Objective proficiency gains were influenced by predeparture proficiency (negatively), multilingualism, perceived integration of the peer learner group (negatively), and the number of fellow learners speaking to the student. Analyses reveal relatively stable same‐gender cliques, but with changes in the patterns and strength of interaction. We also discuss interesting divergent trajectories of centrality metrics, L2 use, and progress; predictors of self‐perceived progress across skills; and the interplay of context and gender.

中文翻译：

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留学期间的同伴互动动力学和第二语言学习轨迹：基于动态计算社交网络分析的纵向调查


这项纵向研究使用计算社交网络分析 （SNA），调查了交互网络的发展及其对 41 名美国旅居者在约旦参加为期 3 个月的强化海外学习阿拉伯语课程的完整队列的第二语言 （L2） 增益的影响。与现有的研究不同，我们的研究侧重于学生与母校同学的互动，重建他们的完整网络，使用中心性指标追踪个体学生在社交图谱中的位置的影响，并将发展视角与三个测量点相结合。客观熟练度提高受出发前熟练度（消极）、多语言、同伴学习者群体的感知融合（消极）以及与学生交谈的同伴学习者数量的影响。分析揭示了相对稳定的同性派系，但互动的模式和强度发生了变化。我们还讨论了中心性指标、L2 使用和进展的有趣发散轨迹;自我感知的技能进步的预测因素;以及背景和性别的相互作用。