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Timing of corrective feedback in mobile instant messaging: An exploratory study of L2 Modern Greek learners’ perceptions

IF 4.9 1区文学

System Pub Date : 2025-03-06 DOI: 10.1016/j.system.2025.103591

Maria Andria

{"title":"Timing of corrective feedback in mobile instant messaging: An exploratory study of L2 Modern Greek learners’ perceptions","authors":"Maria Andria","doi":"10.1016/j.system.2025.103591","DOIUrl":"10.1016/j.system.2025.103591","url":null,"abstract":"<div><div>Mobile instant messaging (MIM) applications such as WhatsApp have been established as important pedagogical tools for extending foreign language (L2) learning and practice beyond the classroom, increasing students' exposure to the L2, promoting interaction, and providing corrective feedback (CF). Despite CF being extensively studied in face-to-face classrooms, its exploration in MIM contexts is limited. This study investigated student perceptions about CF provided through MIM in two timing modalities: post-task and during-task. More specifically, it explored the experience of an intact group of 10 adult L2 intermediate learners of Modern Greek in Barcelona, Spain, who received a five-week pedagogical intervention through WhatsApp as an extension of their online course. Learners participated in a series of communicative activities and received CF in the two modalities. The WhatsApp chat (1074 messages in total) was analyzed to offer a holistic view of the students' participation and interaction. Participants’ perceptions of CF, gathered through questionnaires and semi-structured interviews, indicated a positive attitude towards using WhatsApp and a strong appreciation for the CF. Overall, the students preferred the during-task feedback, even though they recognized that both modalities were useful. The study concludes by discussing the pedagogical implications and challenges of CF in MIM for language learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103591"},"PeriodicalIF":4.9,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551702","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 effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words

IF 4.9 1区文学

System Pub Date : 2025-03-06 DOI: 10.1016/j.system.2025.103641

Xin Yuan, Xuan Tang

引用次数: 0

Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany

IF 4.9 1区文学

System Pub Date : 2025-03-06 DOI: 10.1016/j.system.2025.103630

Nils Jaekel , Michael Schurig , Patricia Uhl , Anja Steinlen , Thorsten Piske

引用次数: 0

Mediating across the sustainable ecology: Researchers and practitioners as collaborating epistemic arbiters in developing a Global Englishes-informed coursebook

IF 4.9 1区文学

System Pub Date : 2025-03-03 DOI: 10.1016/j.system.2025.103639

Denchai Prabjandee , Kristof Savski

{"title":"Mediating across the sustainable ecology: Researchers and practitioners as collaborating epistemic arbiters in developing a Global Englishes-informed coursebook","authors":"Denchai Prabjandee , Kristof Savski","doi":"10.1016/j.system.2025.103639","DOIUrl":"10.1016/j.system.2025.103639","url":null,"abstract":"<div><div>This article draws on the concept of ‘language policy arbiter’ (Johnson, 2013) to propose <em>collaborative epistemic arbitership</em> as a way of understanding the relationship between applied linguists and practitioners as they work to jointly close the research-practice gap. We draw on data from a project to develop practitioner-friendly instructional materials for Global Englishes Language Teaching (GELT) in dialogue with teachers in a municipal district of eastern Thailand. We see GELT as emblematic of how the current push for research productivity can widen the gap between researchers and practitioners, since although GELT is oriented toward practical transformation, it has thus far led to the development of few resources that teachers can adapt, particularly alternatives to global coursebooks. The project engaged teachers from 11 secondary schools in the collaborative development of a GELT-informed coursebook. We use data from classroom observations, focus-group discussions, interviews, and researchers' reflections to examine the dynamics of collaborative epistemic arbitership between researchers and practitioners. Our findings highlight tensions that occur when scholarly ideas are mediated into practice, focussing particularly on the complexity of up-scaling practitioner experience and concurrent down-scaling of theoretical concepts, as well as how such negotiation must take account of the professional culture around it.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103639"},"PeriodicalIF":4.9,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143529238","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

“Go lang, teach!”: Understanding the motivations of Filipino migrant English teachers in Taiwan

IF 4.9 1区文学

System Pub Date : 2025-03-03 DOI: 10.1016/j.system.2025.103650

Aiden Yeh

{"title":"“Go lang, teach!”: Understanding the motivations of Filipino migrant English teachers in Taiwan","authors":"Aiden Yeh","doi":"10.1016/j.system.2025.103650","DOIUrl":"10.1016/j.system.2025.103650","url":null,"abstract":"<div><div>“Go lang, teach” is a motivational phrase often shared among Filipino teachers pursuing better opportunities abroad. This study examines the motivations of 35 Filipino English teachers in Taiwan, selected through purposive sampling from diverse educational settings, including private and public schools. Using push-pull theory and self-determination as frameworks, the study analyzes 75 YouTube vlogs (34,955 tokens, 8.5 viewing hours) to explore intrinsic and extrinsic migration factors. Findings reveal that personal growth aspirations and economic incentives drive these teachers, with Taiwan's higher salaries and better career opportunities serving as strong pull factors, while limited job prospects and financial challenges in the Philippines act as push factors. Challenges include racial discrimination and identity struggles, as these teachers seek recognition as qualified educators while navigating their roles as overseas Filipino workers (OFWs). Despite these difficulties, the teachers demonstrate resilience and dedication to their profession. This research underscores the need for supportive environments addressing both push and pull factors, offering policymakers insights to enhance equity and professional experiences for migrant teachers in global education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103650"},"PeriodicalIF":4.9,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534876","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

Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis

IF 4.9 1区文学

System Pub Date : 2025-02-27 DOI: 10.1016/j.system.2025.103627

Fahimeh Marefat , Mohammad Hassanzadeh , Sina Noureddini , Mostafa Ranjbar

{"title":"Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis","authors":"Fahimeh Marefat , Mohammad Hassanzadeh , Sina Noureddini , Mostafa Ranjbar","doi":"10.1016/j.system.2025.103627","DOIUrl":"10.1016/j.system.2025.103627","url":null,"abstract":"<div><div>The standards for quantitative second language (L2) research paradigm are becoming increasingly stringent. Meanwhile, the purpose of methodological synthesis is to describe, examine, and appraise field-wide practices to augment the quality of future research. The current study strove to follow this line of inquiry by examining study quality and reporting practices in 382 experimental research articles (RAs) from seven international journals with an eye to any evolving pattern over time. In so doing, an integrated-moderated coding scheme was created. Then, the frequency counts and all related practices for the period between 2011 and 2021 were documented. The overall analysis revealed substantial adherence to methodological quality standards, including the reporting of sample size, pretesting, as well as descriptive and inferential statistics. Nevertheless, issues such as inadequate integration of probability sampling, delayed posttesting, advanced statistical techniques, and data-accountable graphs were evident as well, albeit slightly improving over time. Findings are expected to enhance the methodological awareness of L2 researchers as well as those who aspire to adopt a holistic and collaborative approach to methodological syntheses.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103627"},"PeriodicalIF":4.9,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143511844","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

Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration

IF 4.9 1区文学

System Pub Date : 2025-02-27 DOI: 10.1016/j.system.2025.103642

Anwar Ahmed , Brian Morgan

{"title":"Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration","authors":"Anwar Ahmed , Brian Morgan","doi":"10.1016/j.system.2025.103642","DOIUrl":"10.1016/j.system.2025.103642","url":null,"abstract":"<div><div>This article addresses the research-practice divide in education, with a particular focus on language teacher education. In line with this special issue, we see disciplinary value in the concept of “nexus” to describe the dynamic relationship between research and practice, offering a more nuanced framework than traditional dichotomies. After introducing the notion of nexus, we briefly explore the distinction between education and education<em>al</em> research before outlining duoethnography as our methodology. Our central aim is to challenge the prevailing positivistic approaches to research, which prioritize causal generalizations and “what works” models, and to advocate instead for duoethnography – a more conversational and interpretive approach in support of research utilization. Duoethnography is a dialogic and iterative methodology, which enables us to juxtapose our life histories and lived experiences to interrogate our shared topic of interest. This approach generates multiple, often contested understandings of phenomena, foregrounding difference and multivocality. Through our duoethnographic analysis, we argue for the development of critical research literacy among prospective teachers to foster a sustainable and pedagogically meaningful nexus of research and practice. Rather than providing a prescriptive blueprint, we invite readers to engage actively and critically with research by embracing its complexity and interpretive nature.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103642"},"PeriodicalIF":4.9,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","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 : 2025-02-26 DOI: 10.1016/j.system.2025.103628

Milltin Hanming Tian, Ying Chen

引用次数: 0

Becoming teacher-researchers through action research: The experiences of Chinese language teacher candidates in a cross-cultural context

IF 4.9 1区文学

System Pub Date : 2025-02-22 DOI: 10.1016/j.system.2025.103632

Suling Yang , Jinghe Han

{"title":"Becoming teacher-researchers through action research: The experiences of Chinese language teacher candidates in a cross-cultural context","authors":"Suling Yang , Jinghe Han","doi":"10.1016/j.system.2025.103632","DOIUrl":"10.1016/j.system.2025.103632","url":null,"abstract":"<div><div>This study is situated in the problematic context where research and practice are divisive due to the dominant epistemological positioning of school teachers being trained for teaching and tertiary academics for research. It explores the experiences of two teacher candidates' becoming teacher-researchers through action research in a cross-cultural context. This is retrospective research. The participants were enrolled in a Sino-Australian language teacher-researcher education program for their Master of Education Degree. The data were collected from them through multiple interviews and documentation at the stage of their early career teaching after the completion of their degree study. The researchers took an integrated lens of narrative psychology and ecological approach as theoretical stance. Through thematic analysis, a few key findings emerged. First, the teacher candidates’ identity-agency in becoming teacher-researchers experienced emerging, strengthening, and sustaining phases. Second, experiences central to the development of their teacher-researcher identity-agency encompassed their educational background, the benefits of action research internalized through the program, and their engagement in knowledge communities. Third, internal and external forces intertwined and influenced their involvement in knowledge communities, thereby steering the evolution of their identity-agency. This research is expected to provide insight into the landscapes of future language teacher-researcher education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103632"},"PeriodicalIF":4.9,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143527095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conceptualising the actual L2 self into the L2 motivational self system

IF 4.9 1区文学

System Pub Date : 2025-02-22 DOI: 10.1016/j.system.2025.103620

Xiao Hu , Yuying Zhang , Mairin Hennebry-Leung

{"title":"Conceptualising the actual L2 self into the L2 motivational self system","authors":"Xiao Hu , Yuying Zhang , Mairin Hennebry-Leung","doi":"10.1016/j.system.2025.103620","DOIUrl":"10.1016/j.system.2025.103620","url":null,"abstract":"<div><div>L2 motivation research has given considerable attention to possible L2 selves. The actual L2 self also plays a significant role in shaping L2 motivation, yet the concept of the actual L2 self is still not clearly defined. The present study examined the nature of the actual L2 self and its relationship with possible L2 selves through the person-in-context relational (PCR) view (Ushioda, 2009). Employing the visual methods (Magid & Chan, 2012), this study gathered picture-drawings that captured the L2 selves of 179 Chinese secondary year one English as foreign language learners from diverse instructional contexts, the majority of whom were 13 years old. Classroom observations, stimulated recall interviews, and semi-structured interviews were then conducted among 18 focal participants in one academic year to investigate their L2 selves and the contextual influences on their L2-self perceptions. The findings indicate that students’ actual L2 selves mainly consist of (i) English competence; (ii) identity; and (iii) attitudes towards English learning. The construction of the actual L2 selves vary across diverse learning experiences and instructional contexts. The study discusses the implications for theorising the actual L2 self and ways to support L2 learners by fostering the development of their actual L2 selves.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103620"},"PeriodicalIF":4.9,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143471595","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