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The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks 语言焦虑与英语学习者在三个交际任务中的口音、可理解性和语速的关系

IF 4.9 1区文学

System Pub Date : 2025-05-24 DOI: 10.1016/j.system.2025.103721

W. Cole Thorpe, Wendy Baker-Smemoe, K. James Hartshorn, Benjamin L. McMurry, Matthew Wilcox

{"title":"The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks","authors":"W. Cole Thorpe, Wendy Baker-Smemoe, K. James Hartshorn, Benjamin L. McMurry, Matthew Wilcox","doi":"10.1016/j.system.2025.103721","DOIUrl":"10.1016/j.system.2025.103721","url":null,"abstract":"<div><div>Past research has demonstrated a mostly negative relationship between language anxiety (LA) and second language (L2) performance (see Horwitz, 2017). Few studies have examined anxiety's relationship with L2 pronunciation specifically. Most of these have examined foreign language, not L2, learners (e.g., Baran-Łucarz, 2014). More research is needed to determine whether anxiety differs across communication tasks and types of learners. Thus, the goal of this study was to examine how LA is associated with L2 learner pronunciation features during different communication tasks. Thirty-seven intermediate-high English learners at an intensive English institute participated in three tasks: a formal academic oral exam, a paired classroom activity, and a formal interview with an unfamiliar native speaker. They also completed the Foreign Language Classroom Anxiety Scale (FLCAS) and measured their state anxiety before each task. Three measures were examined: speech rate, accentedness, and comprehensibility. Repeated measures ANOVA revealed that state anxiety levels differed significantly across tasks, <em>F</em> (2,72) = 7.18, <em>p</em> = .001, <em>η</em><sup>2</sup><sub>p</sub> = .166, with greater anxiety for high-stakes testing compared to speaking with a native speaker or participating in the paired classroom activity. Similarly, speech rate differed across communication tasks as well, <em>F</em> (2, 72) = 3.46, <em>p</em> = .037, η<sup>2</sup>p = .088, with the highest rate for the native speaker interview. Moreover, state anxiety was significantly correlated with accentedness in high stakes testing, and speech rate was correlated with FLCAS scores during pair classwork. Results suggest that the effects of anxiety may depend on the communication task and types of L2 learner.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103721"},"PeriodicalIF":4.9,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital reading aloud protocols and its effects on EFL fluency 数字朗读协议及其对英语流利性的影响

IF 4.9 1区文学

System Pub Date : 2025-05-22 DOI: 10.1016/j.system.2025.103712

Rodrigo A. Rodríguez-Fuentes, Erica Ferrer Ariza, Jorge Linero

{"title":"Digital reading aloud protocols and its effects on EFL fluency","authors":"Rodrigo A. Rodríguez-Fuentes, Erica Ferrer Ariza, Jorge Linero","doi":"10.1016/j.system.2025.103712","DOIUrl":"10.1016/j.system.2025.103712","url":null,"abstract":"<div><div>Language learning technologies for reading skills provide focused, structured, independent practice with integrated feedback and assessment, potentially reducing time and effort for both students and instructors compared to integrating similar in-class activities. Many platforms are designed for L1 English-speaking K-12 students but are less tailored for adult L2 learners in ESL/EFL contexts. While effective in L1 settings, their impact on L2 learners remains underexplored. This study addresses this gap by examining the use of the instructional reading platform <em>Read Naturally</em> within an EFL framework. Using a quantitative ex-post-facto design, we assess the program's effects on two key aspects of reading fluency: (1) oral reading rate and accuracy, measured through words correct per minute, (wcpm) and (2) prosody, assessed through instructors' ratings of expression on a 1–4 scale. Fluency improvements were analyzed using digital read-aloud protocols (DRAPs) with 88 adult EFL learners across three proficiency levels: beginner (n = 21), intermediate (n = 42), and upper-intermediate (n = 25). Results showed significant improvements in wcpm for beginner and upper-intermediate students, but no gains for the intermediate group. However, consistent improvement in expression scores was observed at all proficiency levels.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103712"},"PeriodicalIF":4.9,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Where does the processing advantage of collocations come from? Evidence from L1 and L2 speakers’ eye movements on adjacent and non-adjacent collocations 搭配的加工优势从何而来？来自母语和第二语言使用者对相邻和非相邻搭配的眼球运动的证据

IF 4.9 1区文学

System Pub Date : 2025-05-20 DOI: 10.1016/j.system.2025.103724

Wei Hong, Le Ma

{"title":"Where does the processing advantage of collocations come from? Evidence from L1 and L2 speakers’ eye movements on adjacent and non-adjacent collocations","authors":"Wei Hong, Le Ma","doi":"10.1016/j.system.2025.103724","DOIUrl":"10.1016/j.system.2025.103724","url":null,"abstract":"<div><div>Previous studies have shown that collocations exhibit a processing advantage over novel word combinations, yet the underlying mechanisms still require further investigation. Using eye-tracking paradigm, we examined how native speakers of Chinese (Experiment 1) and L2 learners (Experiment 2) process adjacent and non-adjacent collocations, aiming to clarify the mechanisms of collocation processing. The results showed that both groups showed processing advantages for adjacent collocations, but differed for non-adjacent ones: native speakers extended the advantage to non-adjacent forms, regardless of insertion length, whereas L2 learners did not. Since the non-adjacent collocations used in this study are rare in corpora, but native speakers still exhibited advantages, this suggests their advantage does not simply stem from holistic storage, but is due to faster mapping of components or abstractions-made-of-exemplars. For L2 learners, the processing advantage disappeared with non-adjacent collocations, indicating that even intermediate-to-advanced learners struggle to develop robust representations of collocations like native speakers.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103724"},"PeriodicalIF":4.9,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IF 4.9 1区文学

System Pub Date : 2025-05-20 DOI: 10.1016/j.system.2025.103719

Zeyuan Jiang, Zining Zhu, Zhanting Bu

引用次数: 0

Out-of-class support for the flipped language classroom: using VoiceThread microlectures to boost active teaching and learning 对翻转语言课堂的课外支持：使用VoiceThread微讲座促进积极的教与学

IF 4.9 1区文学

System Pub Date : 2025-05-19 DOI: 10.1016/j.system.2025.103723

Mengtian Chen

{"title":"Out-of-class support for the flipped language classroom: using VoiceThread microlectures to boost active teaching and learning","authors":"Mengtian Chen","doi":"10.1016/j.system.2025.103723","DOIUrl":"10.1016/j.system.2025.103723","url":null,"abstract":"<div><div>Microlectures have been extensively applied in flipped second language (L2) classrooms, but most of them stand alone as self-study materials with loose connection to classroom activities. Little is known about how teachers guide student learning before and after class in addition to in-class activities as well, particularly in less commonly taught L2s other than English. Therefore, taking an ecological approach to agency and affordances for active learning, this study explored how teachers developed out-of-class microlectures on radicals and stroke order to reinforce students' character knowledge and handwriting in flipped Chinese language classrooms. VoiceThread, a digital platform, was used to deliver microlectures for students to study outside class hours, whose content was consolidated via classroom practice. Action research methods were employed over three years of remote and hybrid instruction to conduct six rounds of teacher interviews and student surveys, involving 21 intact Second-Year Chinese classes with four teachers and 176 students, on teaching and learning strategies for character microlectures. Thematic analysis of interview and survey answers coupled with vocabulary test results identified four aspects of agency and affordances on cognitive, affective, metacognitive, and resource management strategies. The findings highlight the necessity of reviewing and practicing flipped, self-study materials in class as well as adjusting and adapting them to class progress. The spiral processes of action research also signify the importance of self-reflection at intellectual, emotional, and technological levels to student engagement and teachers’ professional development in digital education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103723"},"PeriodicalIF":4.9,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An overview of TBLT approaches and cognitive processes with heritage language learners 传统语言学习者的任务型教学方法和认知过程综述

IF 4.9 1区文学

System Pub Date : 2025-05-19 DOI: 10.1016/j.system.2025.103726

Julio Torres

{"title":"An overview of TBLT approaches and cognitive processes with heritage language learners","authors":"Julio Torres","doi":"10.1016/j.system.2025.103726","DOIUrl":"10.1016/j.system.2025.103726","url":null,"abstract":"<div><div>Task-based language teaching or TBLT-inspired empirical studies have begun to document heritage language (HL) learners' linguistic performance and development in response to task-based instruction. Task-based instruction in these studies have ranged from the design of collaborative tasks for task-based interactions to the incorporation of pedagogical interventions such as explicit instruction and corrective feedback. The first goal of this overview is to present a summary of the findings of these initial empirical studies, focusing on the dimensions of learning opportunities, language performance, and language development. Based on this summary, four key observations are identified to advance the field's understanding of task-based instruction effects on HL learners. The second goal is to explore how integrating a cognitive processing perspective to explicit language learning can address key observations that have emerged from the current state-of-knowledge in these task-based studies. In particular, the cognitive processing research strand can address when and how explicit learning and knowledge can derive from and influence HL learners' execution of meaning-oriented tasks. It is hoped that the synergy between both research strands will advance our understanding of the issues at stake, ultimately improving the effectiveness of task-based instruction that aligns with the personal, academic, and professional goals and needs of HL learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103726"},"PeriodicalIF":4.9,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The dynamics of second-language learning experience and motivational variability: Focusing on a reflective autobiography 第二语言学习经验的动态与动机变异性：以一本反思性自传为中心

IF 4.9 1区文学

System Pub Date : 2025-05-16 DOI: 10.1016/j.system.2025.103713

Youngmi Kim, Tae-Young Kim

{"title":"The dynamics of second-language learning experience and motivational variability: Focusing on a reflective autobiography","authors":"Youngmi Kim, Tae-Young Kim","doi":"10.1016/j.system.2025.103713","DOIUrl":"10.1016/j.system.2025.103713","url":null,"abstract":"<div><div>This study aims to qualitatively explore the dynamics of the second-language (L2) learning experience and L2 learning motivation among college students in South Korea. In total, 25 college students in South Korea completed a reflective autobiography explaining their previous L2 learning experience and a graph representing their perceived level of L2 learning motivation over a decade. Their essays were analyzed using a three-step coding procedure including open, axial, and selective coding. Participants were categorized into four groups based on their average scores and standard deviations for their perceived levels of L2 learning motivation. The findings suggest that the level and stability of L2 learning motivation are closely linked to learners’ self-efficacy and mindset. Learners with stable motivation tended to demonstrate characteristics of a growth mindset, whereas those with higher motivational variability showed limited evidence of such beliefs. The results further indicate that educational interventions are needed to support L2 learners in formulating a growth mindset so they can maintain and increase L2 learning motivation.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103713"},"PeriodicalIF":4.9,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of self-regulation on L2 writing achievement: Examining the mediating roles of feedback quality and task complexity 自我调节对二语写作成就的影响：反馈质量和任务复杂性的中介作用

IF 4.9 1区文学

System Pub Date : 2025-05-14 DOI: 10.1016/j.system.2025.103715

Yara Abdelaty , Emad Alghamdi , Abdullah Alamer

{"title":"The effects of self-regulation on L2 writing achievement: Examining the mediating roles of feedback quality and task complexity","authors":"Yara Abdelaty , Emad Alghamdi , Abdullah Alamer","doi":"10.1016/j.system.2025.103715","DOIUrl":"10.1016/j.system.2025.103715","url":null,"abstract":"<div><div>Given the growing interest in understanding the interplay of cognitive and individual factors in second language (L2) writing development, this study explored how self-regulation, perceived task complexity, and the quality of written corrective feedback (WCF) collectively shape L2 writing achievement among English-as-a-foreign-language (EFL) learners. Data were collected from 296 Saudi university EFL learners enrolled in an English for Specific Purposes (ESP) course in the healthcare field, using a validated questionnaire to assess learners’ self-regulation, perceptions of task complexity, and feedback quality. Writing achievement was measured through graded essay tasks involving teacher-provided WCF and multiple drafting cycles. Results indicated that feedback quality directly predicted writing achievement, whereas self-regulation indirectly influenced writing outcomes through its positive effect on feedback perceptions. Task complexity, despite being linked to self-regulation, did not exert a significant effect on writing achievement, suggesting its influence may depend on accompanying instructional scaffolding. These findings underscore the crucial mediating role of feedback quality in L2 writing development and highlight the importance of integrating self-regulated learning strategies and effective feedback practices to enhance writing outcomes in L2 contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103715"},"PeriodicalIF":4.9,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143941875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of multi-turn xu-based comparative continuation writing on the development of phraseological complexity: A bigram-based longitudinal study 以多转序为基础的比较接续写作对短语复杂性发展的影响：一项基于双字母的纵向研究

IF 4.9 1区文学

System Pub Date : 2025-05-13 DOI: 10.1016/j.system.2025.103720

Wei Gao, Bingliang Xu

{"title":"Effects of multi-turn xu-based comparative continuation writing on the development of phraseological complexity: A bigram-based longitudinal study","authors":"Wei Gao, Bingliang Xu","doi":"10.1016/j.system.2025.103720","DOIUrl":"10.1016/j.system.2025.103720","url":null,"abstract":"<div><div>This study examined the impacts of multi-turn <em>xu</em>-based comparative continuation writing on the development of Chinese EFL learners’ phraseological complexity. The participants were 75 first-year high-school students assigned to a comparative continuation writing group (n = 38) and an independent writing group (n = 37). Each group completed 8 turns of writing in 15 weeks, and 600 essays were collected and analyzed. Linear mixed-effects models were employed to track the participants’ production of bigrams in respect to two key dimensions of phraseological complexity, that is, diversity as measured by Moving Average Type-Token Ratio (MATTR) and sophistication as measured by Pointwise Mutual Information (PMI). The results revealed that compared to the independent writing, the comparative continuation writing significantly improved the diversity and sophistication of bigrams, reduced the proportions of non-collocational bigrams and increased the use of bigrams with high association strengths. This paper concluded with pedagogical implications for incorporating the <em>xu</em>-based approach into EFL education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103720"},"PeriodicalIF":4.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A latent profile analysis of Informal Digital Learning of English: Emotion regulation strategies as predictors and willingness to communicate as outcomes 非正式数字英语学习的潜在特征分析：情绪调节策略作为预测因素和沟通意愿作为结果

IF 4.9 1区文学

System Pub Date : 2025-05-13 DOI: 10.1016/j.system.2025.103686

Shanshan Guo, Huijie Yao, Ju Seong Lee

{"title":"A latent profile analysis of Informal Digital Learning of English: Emotion regulation strategies as predictors and willingness to communicate as outcomes","authors":"Shanshan Guo, Huijie Yao, Ju Seong Lee","doi":"10.1016/j.system.2025.103686","DOIUrl":"10.1016/j.system.2025.103686","url":null,"abstract":"<div><div>While Informal Digital Learning of English (IDLE) is gaining research attention, few studies adopt a person-centered approach to capture its complexity. This study employed latent profile analysis (LPA) to explore receptive and productive IDLE patterns among Chinese undergraduate English as a Foreign Language (EFL) learners. Building on the Process Model of Emotion Regulation (PMER) and the Willingness to Communicate (WTC) model, the study examined how emotion regulation strategies (i.e., cognitive reappraisal and expressive suppression) predicted profile membership and how each profile was associated with learners’ WTC in digital and non-digital contexts. LPA of 829 IDLE participants (IDLErs) identified three profiles: Moderate IDLErs, Active IDLErs, and Passive IDLErs. Cognitive reappraisal significantly predicted learners’ profile membership in all three profiles, with more frequent use of this strategy linked to more active profiles. Expressive suppression significantly distinguished Passive IDLErs from Active IDLErs, with Passive IDLErs showing lower levels. However, it did not differentiate Moderate IDLErs from the other two groups. Active IDLErs reported the highest WTC in digital and non-digital contexts, followed by Moderate IDLErs, with Passive IDLErs exhibiting the lowest levels. Further implications were discussed regarding the potential of integrating ERS training into IDLE interventions to promote WTC across contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103686"},"PeriodicalIF":4.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0