摘要
社会文化理论主张学习是社会互动和文化调节的产物，学习者通过协作、支架、调节和内化等实现基于最近发展区的认知和能力提升。本研究基于社会文化理论，通过对华东地区10余所高校1618名大学生的在线同伴互动英语学习情况进行线上问卷调查，发现绝大多数受访者认同线上同伴互动的重要性，但在具体实施维度呈现显著分化：线上互动在灵活性、反馈多元性和资源获取等方面优势突出，但缺乏面对面交流。AI互动在讨论深度和情感温度上存在短板。影响因素层面，一是个体能动性和投入不够，二是渴求优质资源和教师的及时反馈。文章进而提出增强线上同伴互动意识和主动性、重构"人机共育"新范式、打造互动型资源生态和构建多维激励机制等措施，以提高在线同伴互动英语学习效果。
关键词： 社会文化理论；大学生；在线同伴互动；英语学习
Abstract
Sociocultural theory posits that learning is a product of social interaction and cultural mediation. Learners achieve cognitive and competence development based on their Zone of Proximal Development (ZPD) through collaboration, scaffolding, regulation, and internalization. Grounded in sociocultural theory, this study conducted an online questionnaire survey on the English learning experiences of 1,618 college students from more than 10 universities in East China regarding online peer interaction. The findings reveal that the vast majority of respondents recognize the importance of online peer interaction, yet significant disparities emerge across specific implementation dimensions: online interaction exhibits prominent advantages in flexibility, diversity of feedback, and resource accessibility, but lacks face-to-face communication. AI-powered interaction, on the other hand, shows shortcomings in discussion depth and emotional warmth. At the level of influencing factors, first, individual agency and engagement are insufficient; second, there is a strong demand for high-quality resources and teachers’ timely feedback. Furthermore, the paper proposes measures such as enhancing awareness and initiative in online peer interaction, reconstructing a new paradigm of "human-AI co-cultivation", building an interactive resource ecosystem, and establishing a multi-dimensional incentive mechanism to improve the effectiveness of online peer interactive English learning.
Key words： Sociocultural Theory(SCT); College students; Online peer interaction; English learning
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