Interview Talk Research Articles

Identification of depression state based on multi‐scale acoustic features in interrogation environment

AbstractDepression diagnosis based on speech signals has the advantages of non‐invasiveness, low cost, and few restrictions on portability. The research on the recognition of the depression state is carried out based on the acoustic information in the speech signal. Aiming at the interview dialogue speech in the consultation environment, a hierarchical attention temporal convolutional network (HATCN) acoustic depression recognition model is proposed. For sentence acoustic feature learning, a regional attention mechanism is introduced to extract multi‐scale sentence features; for segment acoustic feature extraction, the traditional attention mechanism is used to calculate, which is in line with human cognitive mechanism. In addition, a periodic focal loss function is introduced to address the imbalance of positive and negative samples in depression diagnosis. Experiments show that the proposed acoustic depression recognition model has a certain improvement in recognition performance compared with other methods. At the same time, the influence of noise on the recognition of acoustic depression in the real consultation environment is analysed through experiments, and the data enhancement is carried out utilising speech noise, which proves the effectiveness of the data expansion of speech noise.

“I Don’t Think That’s Something I’ve Ever Thought About Really Before”: A Thematic Discursive Analysis of Lay People’s Talk about Legal Gender

This article examines three divergent constructions about the salience of legal gender in lay people’s everyday lives and readiness to decertify gender. In our interviews (and survey data), generally participants minimised the importance of legal gender. The central argument in this article is that feminist socio-legal scholars applying legal consciousness studies to legal reform topics should find scrutinizing the construction of interview talk useful. We illustrate this argument by adapting and applying Ewick and Silbey’s (1998) ‘The Common Place of Law: Stories from Everyday Life', ‘before’, ‘with’ and ‘against’ typology to interview talk about legal gender, and critique their cognitivist approach by offering a constructionist alternative. In our analysis, we offer a detailed discursive explication of three key legal consciousness themes. These themes offer a balanced representation of a dataset problematically ‘skewed’ towards sex-based rights feminist perspectives, namely that ‘before’ legal gender is an anti-decertification account, decertification would be risky for natal females; a ‘with’ legal gender construction is neither for nor against decertification per se, though the impact of decertification is produced in accounts as limited and unimportant; and ‘against’ legal gender is a pro-decertification classification, as not abolished legal gender is constructed as harmful to already marginalised groups. In concluding, we explore the reasoning for the lack of readiness for decertification currently, and return to the value of examining the construction of lay discourse about legal matters as talk is a form of social action. We suggest that applying discursive analysis to themes in legal consciousness studies enables a refocusing on the how rather than purely the what of divergent legal consciousnesses, and that this approach is a fruitful addition to feminist socio-legal studies.

Stories to Wake Up: Women Narratives Reconstructing Themselves as Sociohistorical Subjects

This article reports on a research conducted at a private university in Colombia, as part of an English language course in which the topics of study addressed the culture and history of Colombia and Boyacá through art. Narratives from three female students were analyzed, from a decolonial perspective, to observe their processes of reconstruction as sociohistorical subjects taking into account their experiences in the contexts where they study, live in, and come from. The data for this research was gathered inside and outside the classroom through learners’ diaries and dialogical interviews held with the researcher. Narratives served the purpose of making visible elements of those processes and allowed to explore three of them: (1) The construction of particular relationships in and with the world; (2) a perception of unity of past, present, and future; and (3) a sense of their personal and spiritual growth in time. Nevertheless, the narrative of each participant had unique features and values. The results showed that each female had specific anecdotes constructing their experiences, relationships, and plans in their world. One conclusion of the study refers to how the relevance of family, context, childhood memories, and life expectations offer meaningful and memorable topics of discussion within English language lessons for undergraduate learners.

Understanding an assessment approach in computer-mediated collaborative writing: Learner perceptions and interactions

While much research supports the benefits of computer-mediated collaborative writing (CW) in second language (L2) classrooms, the assessment of CW has received scant attention. This study proposed an assessment scheme considering both the products and processes when assessing online synchronous CW, and explored its effects on learners’ interactions and perceptions of the process-and-product-based assessment approach through qualitative analyses. Through analyzing 21 dyads’ online pair talk and revision histories in CW tasks, post-task reflections, and interviews, this study found that assessment approach impacted patterns of collaboration, as well as the quantity and quality of peer interaction. Also, learners reported multiple advantages of the process-and-product-based assessment approach in computer-mediated CW, including increasing fairness, promoting better performance, and facilitating effective collaboration. Further, the process-and-product-based CW assessment approach raised learners’ awareness of the value of the collaboration process, motivated students to be critical collaborators, and promoted regulated learning. Nevertheless, students expressed concerns that this assessment approach might bring pressure and disrupt idea negotiation. The findings can further our understanding of the role that assessment plays in computer-mediated CW tasks and shed new light on possible ways of implementing CW assessment practices that may facilitate learning and positive learner perceptions in L2 writing classrooms.

English Teacher Identity Crisis after Fruitless Virtual Teaching Practices During Covid-19 Outbreak in Underprivileged Institution

Education institutions are under proliferating challenges to deliver successful virtual learning in an increasingly digitized and globalized environment and especially during Covid-19 outbreak. This even become harder in academically challenging circumstance. This might put their identity as a teacher in hard situation. The aim of this research is to analyses English teacher attitudes and perception after having unsuccessful teaching practices from professional identity lens. An interpretative phenomenological analysis by utilizing dialogic interview will be employed to 4 higher education English teacher in underprivileged and newly established university to capture the intended data. After that, the data regarding teacher identity will be displayed and extensively analysed to unfold some individual phenomenon while implementing virtual classroom to teach English. This study found that our participants have evidently grown professionally during the Covid-19 epidemic time frame. Several teachers have developed some strategies to actually engage students in the virtual classroom and gained more awareness of technological issues in learning. In fact, this experience was viewed as enhancing their teacher identity. This study is expected to offer a glimpse of teacher individual situation and some insight on the effort in maintaining personal teachers’ identity during virtual learning process.

No borders on a fragile planet: Introducing four lay models of social psychological precarity to support global human identification and citizenship.

Measures such as Identification with all humanity (IWAH) and global identification and citizenship (GHIC) are positivity correlated with measures of humanitarianism, cosmopolitanism and environmental concern. Research using these measures suggests that most citizens have low-global identification scores. This article sheds light on this finding by investigating how global identification relates to precarity and migration (neither of which are measured in the IWAH/GHIC). The study conducted in England, Scotland and Sweden introduces a qualitative dialogical approach to GHIC. This involves measuring migration-mobility in dialogical interviews and controlling and removing borders on world maps-using an interactive world mapping task (N=23). Participants articulate four social representations relating to a fragile earth, enduring colonial settler/native conflict, ingroup/outgroup conflict or, in contrast, a cooperative plentiful planet where borders are unnecessary. Such social representations demonstrate the importance of planetary consciousness and relate to four lay models of social psychological precarity related to intergroup competition, global conflict, economic rationality and human-made borders. In conclusion, all participants employ lay models of social psychological precarity when discussing sovereignty, migration and belonging. We recommend psychologists investigating GHIC include measures of social psychological precarity and migration-mobility.

A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology

This study is a discourse on restorative practice as a divergent epistemological ideology. It explores the field of restorative practice (RP) through thematic analysis of discursive captures from restorative practitioners and researchers within or associated with the Global Alliance for Restorative Justice and Social Justice. It includes elements of what could loosely be considered ethnographic research due to the time spent within restorative spaces, whilst analysing and processing the data. Methods include a restorative approach to research design, using online surveys as prerequisites to in-depth semi structured dialogic interviews. This led to reflexive thematic analysis, whereby three themes were constructed: the importance of congruence; evolution finding spaces for cultivation; and decentralising restorative practice through radical action. It is understood that this study takes a post positivist stance, designed to produce a discourse of participants’ views on RP as a divergent ideology. It is designed to highlight the perceptions of participants from a highly invested group and to promote a wider understanding of how RP interacts with dominant cultures. It would therefore be of interest to those implementing or growing restorative ideas within organisations.

Rationalities that underpin employability provision in higher education across eight countries

AbstractThis article explores the rationalities advanced by 18 higher education institutions, located across eight countries, for developing and delivering employability provision. The article uses Sultana’s Habermasian-derived framework to categorise rationalities as either technocratic, humanistic or emancipatory. Based on a series of semi-structured dialogic interviews, the article explores how key strategic and operational personnel within higher education institutions articulate their rationality for engaging with employability. It finds that the rationalities advanced to support employability within different institutions vary through a conversation between institutional culture and priorities and the demands of different stakeholders who the institution seeks to engage. The technocratic and humanistic rationalities dominate, with the emancipatory rationality weakly represented in the data. However, in many cases, the different rationalities are woven together, often for tactical reasons, to create bespoke institutional rationalities.

"You Are You, But You Are Also Your Profession": Nebulous Boundaries of Personal Substance Use.

This paper explores Canadian professionals' engagement in licit, illicit, and pharmaceutical substance use, their perspectives on what constitutes professional misconduct and conduct unbecoming in relation to substance use, and the dilemmas they face around self-disclosure in the context of professional regulation and social expectations. The study involved semi-structured, dialogical interviews with n = 52 professionals. Key findings are: (i) professionals do indeed use and have a history of using licit, illicit, and pharmaceutical substances, (ii) there is lack of consensus about expectations for professional conduct of substance use in one's private life and an apparent lack of knowledge about legislation, jurisdiction of regulatory bodies, workplace policy, and workplace rights, and (iii) professionals use high discretion about personal disclosure of substance use to mitigate risk to public reputation and professional standing. Given the real potential for negative consequences associated with self-disclosure of substance use, professionals modify their use to be more consistent with perceived social standards and/or protect knowledge about their use from public disclosure. This can perpetuate assumptions that substance use by professionals is "unbecoming" and risks basing decisions and policies on incomplete and inadequate knowledge. Societally, classist ideologies that position professionals as distinct from non-professionals are reified.

Education Services for Students during the Covid-19 Pandemic

The Corona Virus Disease 19 currently has disrupted all aspects of life, including education. The teachers and students have to adapt to the studying and learning process and how to serve students. This phenomenon is important and interesting to study. The research uses a qualitative case study method with data collection through observation, dialogical interviews, Focus Group Discussion, Participatory Decision Making, and documentation analysis. Informants are teachers represented from the fifth-grade elementary schools, both urban and rural areas, besides the principals, educational leaders, and practitioners in the District of Banyumas, the Province of Middle Java, Indonesia. The research analysis uses interactive analysis starting from data collection, data reduction, verification, and triangulation till the conclusion drawing. The results showed that teachers and students in research areas alike experienced technological disruption both in the educational process or services to students during the pandemic as an effect of the changing of studying learning methods from face-to-face to online. Another result found the use of digital media in the process of implementing and evaluating the studying learning process hurts boredom, lack of concentration on the lesson, and humanistic interaction with other students. In contrast, the result also found a positive impact such as interesting and innovative digital applications that can support the educational process during that pandemic. It is necessary to socialize, adapt, adopt innovation and increase competence for teachers and students, especially in the use of digital-based learning media and applications (online) including quality assurance of the education implementation and evaluation process.

Community Empowerment Program Based on Green Economy in Preserving Herbs as Local Wisdom

Rural communities have ways to maintain the health of their families, and the community environment by processing plants and herbal products during the Corona Virus Disease-2019 (Covid-19) pandemic. The study aims to design a community empowerment program base on the green economy in preserving herbs as local wisdom. The study used Participatory Learning and Action (PLA) is relevant to the design of empowerment by collecting data through interview dialogue, observation, documentation, and focus group discussions. Research informants were determined through purposive sampling, namely stakeholders in the government of Tegal Regency, Central Java Province in Indonesia, such as the head of the health department and regional technical implementing unit for the Herbal Medicine Tourism (HMT) area in Kalibakung, the Headman of the Kalibakung Village, herbal practitioners, and empowerment groups. Participatory research analysis was used to identify, and categorize problems, prepare action plans, evaluate the entire process, and implement actions. The results of the study showed: (1) The community around the HMT area has not been empowered to cultivate plants and herbal products, so mutually beneficial partnerships have not been established. (2) HMT area in Kalibakung and the surrounding community land have the potential for cultivating herbal plants that can realize health independence for families, and communities, so there need to be empowerment programs. (3) The empowerment programs for the cultivation of plants and herbal products could be started by increasing the motivation and inspiration for the benefits of herbs, knowledge, understanding, and skills of products, and the cultivation of herbal plants in a sustainable manner.

Giving voice: inclusive early childhood teachers’ perspectives about their school leaders’ leadership practices

ABSTRACT Educational leadership has been identified as an important predictor of quality inclusive education. Yet much remains to be learned about how early childhood teachers who work in inclusive kindergartens in developing country contexts experience leadership practices. This article uses teacher voice, framed in dialogic interviews as the method of inquiry to collect qualitative data from 15 early childhood teachers from three private kindergartens in Thailand. The focus was on how these teachers experienced principals’ leadership practices. Framework Analysis combined with an interpretivist perspective revealed three interrelated themes that echoed a common voice across themes that described leadership as a ‘command’ and rules to follow. Our research contributes to existing knowledge by drawing attention to leadership training within the ideals of responsibility to all in order to cultivate and enact leadership with teachers for improvements to occur in inclusive early childhood educational settings.

“It’s hard for them to even understand what we are saying”(.) Language and power in the multinational workplace

PurposeThe purpose of this paper is to discuss the role of language ideologies in negotiating organisational relationships in a Korean multinational company (MNC). By adopting an interactional sociolinguistics (IS) approach, this paper illustrates how language becomes part of a mechanism of negotiating group membership and of perpetuating or challenging power asymmetries through social and ideological processes.Design/methodology/approachThis paper draws on interview data from an ethnographic case study of a Korean MNC to understand language ideologies in one working team. The interview data are analysed through an IS framework to connect the situated interaction to the broader social context.FindingsThis paper shows that participants’ discourse of linguistic differentiation becomes an interactional resource in challenging the organisational status quo. Linguistic superiority/inferiority is constructed through particular sequencing and the systematic production of a dichotomy between two groups – expatriate managers and local employees – at various levels of their company structure. Group membership is enacted temporarily in positioning the self and the others.Originality/valueThis paper offers a methodological contribution to international business language-sensitive research on language and power by conducting interactional analysis of interview talk. Through the lens of IS, it provides insights into how discourse becomes a primary site of negotiating power and status and a multi-level approach to the study of organisational power dynamics and the complex linguistic landscape of any workplace.

Self-Reported Perspectives on Cultural Competence Education in Speech-Language Pathology.

Only 8% of American Speech-Language-Hearing Association (ASHA) members identify as members of an underrepresented racial group (ASHA, 2021); hence, little is known of the lived experiences and perspectives of these members. Critical investigation of cultural competence in the clinical education and training of speech-language pathologists (SLPs) can illuminate problems and solutions with existing frameworks and provide innovative pedagogical approaches to teaching and learning. The researcher's goal was to document the knowledge and lived experiences of SLPs from cross-cultural perspectives to meaningfully critique and evolve practice standards. Using self-reported perspectives in narrative case study approach, four SLPs from cross-cultural backgrounds engaged with the researcher in dialogic interviews. The interview audio recordings were transcribed and coded for themes that reflected the lived experiences and realities of the collaborators. The findings suggest that (a) this group of SLPs had critical and contrary perspectives on instruction and training in cultural competence, (b) their lived experiences through their interpersonal environments largely influence their clinical decision-making, and (c) they learned to navigate cross-cultural perspectives in their graduate education mostly through comparative framings (i.e., language difference vs. language disorder). The data gathered from the self-reported perspectives of SLPs in this study can serve as preliminary reference for future qualitative research on how curriculum and training frameworks may shift to support both underrepresented practitioners of color, the diverse populations SLPs serve and provide guidance for nuanced discussions of systemic factors that can impact research, teaching, and practice in the field.

Topic Break Detection in Interview Dialogues Using Sentence Embedding of Utterance and Speech Intention Based on Multitask Neural Networks.

Currently, task-oriented dialogue systems that perform specific tasks based on dialogue are widely used. Moreover, research and development of non-task-oriented dialogue systems are also actively conducted. One of the problems with these systems is that it is difficult to switch topics naturally. In this study, we focus on interview dialogue systems. In an interview dialogue, the dialogue system can take the initiative as an interviewer. The main task of an interview dialogue system is to obtain information about the interviewee via dialogue and to assist this individual in understanding his or her personality and strengths. In order to accomplish this task, the system needs to be flexible and appropriate for detecting topic switching and topic breaks. Given that topic switching tends to be more ambiguous in interview dialogues than in task-oriented dialogues, existing topic modeling methods that determine topic breaks based only on relationships and similarities between words are likely to fail. In this study, we propose a method for detecting topic breaks in dialogue to achieve flexible topic switching in interview dialogue systems. The proposed method is based on multi-task learning neural network that uses embedded representations of sentences to understand the context of the text and utilizes the intention of an utterance as a feature. In multi-task learning, not only topic breaks but also the intention associated with the utterance and the speaker are targets of prediction. The results of our evaluation experiments show that using utterance intentions as features improves the accuracy of topic separation estimation compared to the baseline model.

Narratives of Multilingual Becoming: The Co-construction of Solidarity as a Language Ideology

ABSTRACT This paper explores linguistic life-histories from five participants in a larger interview study with U.S.-based adults. These five interviewees were middle-class White women from monolingual English-speaking families who pursued multilingual learning trajectories in young adulthood. Having previously attained proficiency in one language through academic study, all five recounted similar pivotal decisions to deprioritize that language, and instead invest in another language that they now saw as more socially relevant. Through discursive analysis of the emotionality and (lack of) agency in their narratives of linguistic decision-making, the paper demonstrates how all five women, in dialogue with the interviewer, co-constructed ideologies of linguistic solidarity across lines of social difference. Drawing on Bakhtinian theory to analyze identity development as ideological becoming, the research explores elite contestation of dominant language ideologies within interview dialogues.

COMO FORMADORES DE PROFESSORES DE MATEMÁTICA SE TORNAM INVESTIGADORES DA DOCÊNCIA

ABSTRACT: This study is part of a set of investigations that focus on professionals who work in the education of teachers in order to understand their need to acquire new types of experience and knowledge when they assume the position of teacher educators. In this paper, we present an interpretation of how Mathematics teacher educators become researchers of teaching through the trajectories of their lives and education. The study was developed according to the principles of narrative inquiry. Data were produced from dialogical in-depth interviews, with a biographical-narrative aspect, carried out individually with six participants, Higher Education professors who, in their work, are committed to the education of Mathematics teachers and to teaching, from which they carry out their investigations and produce knowledge-of-practice. The analytic-interpretative process, through proper narrative analysis, sought to establish an understanding of the participants' professional development experiences. The results indicate that the teacher educators have established expertise concerning research, which is not limited to investigation in the traditional academic sense, since it takes place in their dialogue with teaching—their own and that of other teachers—both in Mathematics teaching and in the education of teachers who work in the teaching of this subject. The teachers have become researchers of teaching, producing knowledge of the practices of teaching Mathematics and training teachers.

THE EXPLORATION AND ANALYSIS OF NANTAMPUK MMAS FOLKLORE AND PAKPAK BHARAT CULTURE, CUSTOM, AND TRADITION

This study aims to explore and revitalize part of Pakpak Bharat culture, a folktale entitled Nantampuk Mmas which is not well known. The purpose of the study in disseminating Pakpak culture is achieved by presenting a detailed narrative style of the story and an analysis of Pakpak Bharat cultures such as customs, language, folklore, and many others contained in Nantampuk Mmas folktale. The set of data are collected through direct interviews with the locals and elders of Nantampuk Bharat region. The data was analyzed using the content analysis method which is suitable for the qualitative type of data and analyzing interview dialogue. The result of the research found a good quantity of Pakpak Bharat aspect of culture and a narrative text of Nantampuk Mmas folktale. The result of the analysis may be applied as a teaching material, references for literary works, supporting similar research, and so forth

Development of prospective elementary teachers' mathematical modelling competencies and conceptions

This study examines prospective elementary teachers' growth and development of competencies, conceptions, and perceptions of mathematical modelling in a mathematics content course for elementary teachers. A series of lessons were implemented that engaged students in the modelling process through modelling tasks. The goal was to capture prospective teachers' thoughts and perceptions on the meaning of mathematical modelling and their conceptions of teaching and learning modelling at the elementary and middle school level. The research questions were: (1) How do prospective teachers translate the mathematical modelling cycle into their practice of doing modelling? and (2) How do prospective teachers' conceptions of modelling and teaching and learning modelling evolve throughout the implementation of a series of mathematical modelling lessons? Data sources included posters, modelling reports, responses to a pre- and post-intervention questionnaire, and semi-structured interview dialogue. Data analyses included mixed methods using provisional coding, open coding, and a categorical rubric. Findings from this study indicate that (1)Prospective elementary teachers translated the modelling cycle into their practice by developing their range of modelling competencies including multiple components of the modelling cycle, and (2) They developed a professionally appropriate conception of mathematical modelling along with productive perceptions of the benefits of teaching and learning modelling.

Condicionantes para el abordaje del aislamiento social y la soledad de adultos mayores no institucionalizados desde atención primaria de salud

ObjectiveTo identify the main conditioning factors that Primary Care professionals indicate when implementing and developing interventions on isolation and loneliness. DesignQualitative research with grounded theory, systematic analysis and narrative design of topics. LocationDeveloped in 12 Primary Care centres of the Health District of Córdoba and Guadalquivir, covering urban and rural areas. ParticipantsThree profiles were identified: family medicine/community care, community nursing and case management nursing. The selection was carried out among those who showed greater motivation and commitment to an intervention on isolation/loneliness. MethodPurposive sampling. The work was based on individual in-depth interviews, focus groups and dialogic interviews. Results(a) Distorted images persist about loneliness/social isolation and living alone that make it challenging to identify; (b) the main disruptive determinants in the structure and organization of the care system have to do with the absence of screening programs, the hegemony of the biomedical model and the deficit of resources (in light of this model); (c) the main facilitators are linked to the nursing role, privileged for these interventions according to the participants; and, finally, (d) personal components are necessary, both from the older adult and from the professionals. ConclusionsIntervention on social isolation and loneliness in Primary Care is conditioned by organizational and structural, professional and personal factors. It is essential to take them into account in order to guarantee their feasibility.