研究英语母语者外的小组讨论中，引导者如何影响参与度。
Moderation Matters:Measuring Conversational Moderation Impact in English as a Second Language Group Discussion
- 构建17场线上英语角数据集，对比有无引导者的对话。
- 发现积极回应和鼓励最有效，过度发言反而降低参与。
- 为非母语群体对话提供可量化的引导策略参考。
英语作为第二语言（ESL）的学习者常因语言障碍难以参与小组讨论。尽管引导者能促进交流，但很少有研究评估对话参与度或量化引导效果。为此，我们构建了一个包含17场线上ESL对话会的数据集，涵盖有引导与无引导的讨论场景。提出一种结合自动ESL对话评估与引导策略分类框架的方法。结果表明，引导者有助于话题连贯性及对话起止。有趣的是，积极回应与鼓励是最有效的引导策略，而引导者过多分享信息或观点则产生负面影响。本研究为分析非母语环境下的小组对话及其引导作用提供了新路径。
原文摘要 · Abstract (English)
English as a Second Language (ESL) speakers often struggle to engage in group discussions due to language barriers. While moderators can facilitate participation, few studies assess conversational engagement and evaluate moderation effectiveness. To address this gap, we develop a dataset comprising 17 sessions from an online ESL conversation club, which includes both moderated and non-moderated discussions. We then introduce an approach that integrates automatic ESL dialogue assessment and a framework that categorizes moderation strategies. Our findings indicate that moderators help improve the flow of topics and start/end a conversation. Interestingly, we find active acknowledgement and encouragement to be the most effective moderation strategy, while excessive information and opinion sharing by moderators has a negative impact. Ultimately, our study paves the way for analyzing ESL group discussions and the role of moderators in non-native conversation settings.
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