System最新文献 - Book学术

When AI meets source use: Exploring ChatGPT's potential in L2 summary writing assessment 当人工智能满足源使用：探索ChatGPT在第二语言摘要写作评估中的潜力

IF 4.9 1区文学

System Pub Date : 2025-06-12 DOI: 10.1016/j.system.2025.103737

Haeyun Jin

{"title":"When AI meets source use: Exploring ChatGPT's potential in L2 summary writing assessment","authors":"Haeyun Jin","doi":"10.1016/j.system.2025.103737","DOIUrl":"10.1016/j.system.2025.103737","url":null,"abstract":"<div><div>Integrated writing assessments, which require students to incorporate source material into their writing, pose unique challenges for human raters. Understanding how AI tools like ChatGPT perform in assessing such tasks has become critical. This study investigates ChatGPT's ability to score L2 summary writing compared to human raters, focusing on the differences in rating results across various writing criteria, and their decision-making process in assessing source use. Using Many-Facet Rasch Measurement (MFRM) analysis, ratings of 90 student essays by GPT_original, GPT_calibrated, and two human raters were analyzed. Results indicated that GPT_original was the strictest rater overall, particularly in language-focused criteria. While GPT_calibrated aligned more closely with human raters, it still exhibited significant gaps in assessing a source-use-related criterion. Qualitative analyses of raters' think-aloud protocols revealed ChatGPT's detailed, rule-based approach to identifying source use strategies but also its lack of contextual flexibility, often misjudging legitimate paraphrasing attempts and over-relying on surface-level cues. These findings highlight ChatGPT's potential as a supplementary rating tool for L2 integrated writing while underscoring its limitations in addressing the developmental and contextual aspects of assessing source use. Implications point to the need for further refinement through L2-specific training to better align ChatGPT's judgments with human standards.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103737"},"PeriodicalIF":4.9,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144270519","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 dyadic patterns on the distribution and resolution of cognitive conflict episodes in collaborative writing 二元模式对合作写作中认知冲突事件分布和解决的影响

IF 4.9 1区文学

System Pub Date : 2025-06-12 DOI: 10.1016/j.system.2025.103747

Ningning Li, Ying Wang

{"title":"Effects of dyadic patterns on the distribution and resolution of cognitive conflict episodes in collaborative writing","authors":"Ningning Li, Ying Wang","doi":"10.1016/j.system.2025.103747","DOIUrl":"10.1016/j.system.2025.103747","url":null,"abstract":"<div><div>This study investigates how dyadic patterns influence the distribution (frequency and type) and resolution of cognitive conflict episodes (CCEs) in collaborative writing among Chinese EFL (English as a Foreign Language) learners. Sixty-two (31 pairs) EFL learners were invited to co-construct an argumentative essay within 45 min and complete a reflective journal individually after class. In addition, semi-structured interviews with nine pairs were conducted to elicit their perceptions of cognitive conflicts. All pair talks during writing were audio-recorded and analyzed for dyadic patterns and CCEs. As a result, three dyadic patterns were identified, including high mutuality, moderate mutuality, and low mutuality. Regardless of the dyadic patterns, all pairs devoted the greatest attention to language-related CCEs, followed by content-related and organization-related CCEs. Additionally, the findings indicate that pairs with a high-mutuality pattern significantly produced and correctly resolved more CCEs than those with a low-mutuality pattern. Findings of this study reveal the importance of dyadic patterns in enhancing students’ ability to deal with the cognitive conflicts in peer interaction.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103747"},"PeriodicalIF":4.9,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144270521","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

Tracking an African International Student’s Development of Intercultural Entrepreneurship During Study Abroad in China: A Longitudinal Social Network Design 追踪一名非洲留学生在中国留学期间跨文化创业的发展：纵向社会网络设计

IF 4.9 1区文学

System Pub Date : 2025-06-12 DOI: 10.1016/j.system.2025.103735

Citing Li, Xiaoying Fang

{"title":"Tracking an African International Student’s Development of Intercultural Entrepreneurship During Study Abroad in China: A Longitudinal Social Network Design","authors":"Citing Li, Xiaoying Fang","doi":"10.1016/j.system.2025.103735","DOIUrl":"10.1016/j.system.2025.103735","url":null,"abstract":"<div><div>The current study traces how a Zimbabwean student, Eric, embarked on an entrepreneurial journey during his time studying in China. A longitudinal social network design was adopted to examine the process through which his multilingual use, intercultural networks, and engagement in intercultural activities shaped each other. Data collection took place over two years, including an open-ended Intercultural Network Questionnaire, in-depth semi-structured interviews, and observational field notes. The findings documented an increase in Eric’s entrepreneurial potential due to his network structure becoming denser over time. He gained access to more entrepreneurial opportunities through his multilingual practices, which further advanced his intercultural entrepreneurial development as he participated in varied intercultural activities. The study suggests that Eric enacted agency to mobilize his multilingual skills and resources, which became a valued commodity to enhance his worth in the context of China-Africa relations. We thus argue that international students’ neoliberal project of self-development may be premised on China’s economic engagement in Africa and their ambitions to leverage on the geo-economic dimensions of Sino-African relations. We conclude with implications for study-abroad program designers to support international students in expanding their intercultural networks and facilitating their pursuit of entrepreneurial careers in the Chinese context and beyond.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103735"},"PeriodicalIF":4.9,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144270520","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 roles of aptitude and working memory in L2 learners’ processing and incidental learning of technical vocabulary during video-lecture-based tasks 在视频教学任务中，能力倾向和工作记忆在二语学习者技术词汇加工和附带学习中的作用

IF 4.9 1区文学

System Pub Date : 2025-06-11 DOI: 10.1016/j.system.2025.103749

Danni Shi , Andrea Révész , Ana Pellicer-Sánchez

引用次数: 0

Teacher engagement and learning in materials development: A qualitative study of four primary school English teachers’ experiences 教材开发中的教师参与与学习：四名小学英语教师经验的质性研究

IF 4.9 1区文学

System Pub Date : 2025-06-11 DOI: 10.1016/j.system.2025.103751

Yueting Xu , Kuo Li

{"title":"Teacher engagement and learning in materials development: A qualitative study of four primary school English teachers’ experiences","authors":"Yueting Xu , Kuo Li","doi":"10.1016/j.system.2025.103751","DOIUrl":"10.1016/j.system.2025.103751","url":null,"abstract":"<div><div>The newly-issued <em>English Curriculum Standards for Compulsory</em> <em>Education</em> (2022 Edition) in China have prompted publishers to reedit and rewrite textbooks, involving researchers (i.e., university professors) and practitioners (i.e., school teachers). Given that school teachers have long been users of teaching materials, their experiences in materials development have remained underexplored. To address this gap, we conducted a qualitative study to understand how four primary school English teachers engaged in materials development, whether their engagement in materials development elicited their learning, and if so, what the teachers learned. Drawing from individual interviews, observations of in-house meetings, and materials development documents, findings reveal that these four teachers engaged in materials development across behavioral, cognitive, emotional, and social dimensions to different degrees, which led to teacher learning in ways of knowledge acquisition, participation, and knowledge creation. Findings are discussed regarding: 1) the interaction between teachers' multidimensional engagement and their learning, based on which an engagement-based teacher learning model is proposed; 2) teachers as agentic learners in materials development to build a nexus of research and practice. This study concludes with implications for the long-term impact of materials development on teachers’ professional growth.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103751"},"PeriodicalIF":4.9,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144291099","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

Examining the relationships among growth mindset, future selves, metacognitive strategy use and L2 writing performance: A self-regulatory loop 研究成长心态、未来自我、元认知策略使用与二语写作表现之间的关系：一个自我调节循环

IF 4.9 1区文学

System Pub Date : 2025-06-09 DOI: 10.1016/j.system.2025.103748

Wandong Xu , Yiwen Sun , Yuan Yao , Xinhua Zhu

{"title":"Examining the relationships among growth mindset, future selves, metacognitive strategy use and L2 writing performance: A self-regulatory loop","authors":"Wandong Xu , Yiwen Sun , Yuan Yao , Xinhua Zhu","doi":"10.1016/j.system.2025.103748","DOIUrl":"10.1016/j.system.2025.103748","url":null,"abstract":"<div><div>Metacognitive strategies are a set of proactive operations that enable L2 writers to plan, monitor, and evaluate cognitive endeavors when completing a writing task. Regarding the self-regulation lens, initiating and maintaining these proactive operations stem from motivational feelings and beliefs. However, previous studies have not explored motivational sources, i.e., growth mindset and future selves in conjunction with metacognitive strategy use to influence L2 writing. To address this gap, we adopted the structural equation modeling (SEM) analysis to examine the relationships among growth mindset, future selves (i.e., ought-to and ideal selves), metacognitive strategy use, and L2 writing performance with 242 English major students. The results suggest that growth mindset and future selves predicted metacognitive strategy use positively and directly; growth mindset also predicted metacognitive strategy use indirectly via the mediation of future selves. Besides, metacognitive strategy use directly contributed to L2 writing performance; growth mindset and ought-to self indirectly contributed to L2 writing performance with metacognitive strategy use as the mediator. However, the ideal self was not found to predict L2 writing performance either directly or indirectly. These results highlight the synergy between motivational forces and metacognitive strategies in boosting L2 writing performance.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103748"},"PeriodicalIF":4.9,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144279927","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

Examining EFL learners’ oral advice production: The role of pragmatic demands and task complexity 考察英语学习者的口头建议生成：语用需求和任务复杂性的作用

IF 4.9 1区文学

System Pub Date : 2025-06-07 DOI: 10.1016/j.system.2025.103734

Mee-Jee Kim , Sun-Young Oh

{"title":"Examining EFL learners’ oral advice production: The role of pragmatic demands and task complexity","authors":"Mee-Jee Kim , Sun-Young Oh","doi":"10.1016/j.system.2025.103734","DOIUrl":"10.1016/j.system.2025.103734","url":null,"abstract":"<div><div>This study examines the impact of task characteristics on the oral advice-giving of Korean EFL learners. Task characteristics were categorized into pragmatic demands (PDR-low and PDR-high) and task complexity ([±few elements]). A total of 84 Korean EFL learners, grouped by proficiency, completed eight open role-play tasks featuring varying task characteristics. Retrospective verbal reports (RVRs) were also collected to explore learners' perceptions and challenges. Unlike previous studies, this research integrates pragmatic demands and task complexity within single tasks. Oral production was evaluated for appropriateness, and learners’ perceptions were analyzed in relation to task characteristics. Results revealed that pragmatic demands significantly influenced appropriateness, with an interaction between pragmatic demands and task complexity observed among high-proficiency learners. RVRs highlighted learners prioritized pragmatic demands over task complexity, focusing on polite language, suitable vocabulary, and accurate interpretation of contextual nuances. The findings provide theoretical and pedagogical insights into integrating pragmatics within task-based language teaching.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103734"},"PeriodicalIF":4.9,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231519","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

Language teachers’ use of research in a textbook writing community of practice 语文教师在教材写作共同体中的运用研究实践

IF 4.9 1区文学

System Pub Date : 2025-06-03 DOI: 10.1016/j.system.2025.103736

Jinfen Xu , Wenbo Liu

{"title":"Language teachers’ use of research in a textbook writing community of practice","authors":"Jinfen Xu , Wenbo Liu","doi":"10.1016/j.system.2025.103736","DOIUrl":"10.1016/j.system.2025.103736","url":null,"abstract":"<div><div>The need for the use of research in practice to bridge the research-practice divide in language teacher education has long been debated by researchers. This case study explored how six language teachers, who collaborated with researchers in writing a tertiary English textbook series in China, used research in this textbook writing community of practice (CoP). Data from interviews, documents and artifacts showed that the textbook writing CoP provided a venue to facilitate the teachers' instrumental use of research that directly informed their material selection and task design. Moreover, through increased research exposure, the teachers demonstrated enriched understandings and knowledge about English as a Foreign Language (EFL) materials and language teaching, which is indicative of their conceptual research use. Further analysis revealed that the key dimensions of the textbook writing CoP, including mutual engagement, joint enterprise, and shared repertoire, contributed to the teachers' effective engagement with research. The social significance of the joint textbook writing enterprise provided a fresh impetus for their research engagement; Collaborative negotiation within the CoP promoted their research uptake; The shared repertoire offered tangible and conceptual resources that enabled their research use. This study suggests that a textbook writing CoP may serve as an effective mechanism to enhance practitioners’ use of research.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103736"},"PeriodicalIF":4.9,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254576","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 impact of audio-synchronised keyword captions on young CLIL learners’ foreign language pronunciation 音频同步关键字字幕对青少年CLIL学习者外语发音的影响

IF 4.9 1区文学

System Pub Date : 2025-06-03 DOI: 10.1016/j.system.2025.103730

Raúl Azpilicueta-Martínez , Nora Ocáriz-Tejada

{"title":"The impact of audio-synchronised keyword captions on young CLIL learners’ foreign language pronunciation","authors":"Raúl Azpilicueta-Martínez , Nora Ocáriz-Tejada","doi":"10.1016/j.system.2025.103730","DOIUrl":"10.1016/j.system.2025.103730","url":null,"abstract":"<div><div>The effect of multimodal input on foreign language (L2) pronunciation with young learners (YLs) constitutes an underresearched niche. The present study analysed the effect of audio-synchronised keyword captions (ASKEC) on young CLIL learners’ (ages 8-9) L2 receptive and productive pronunciation. It also examined whether results are mediated by the lexical frequency level, and frequency of occurrence of the items under study. Participants were randomly assigned to two experimental viewing modes: (a) an ASKEC group (n = 16) where target items included ASKEC, and (b) an uncaptioned group (n = 17). The pre-tests, post-tests and delayed post-tests comprised a phonological judgement task and an oral production task, including 20 target items and 20 distractors. The results of the phonological judgement task revealed no significant improvements for either group. Conversely, significant improvements were detected for both groups in the oral production task, for both the target items and the distractors. A significant effect was observed for lexical frequency level, while no effect was detected for frequency of occurrence. These findings suggest that ASKEC might not provide a significant advantage for YLs’ pronunciation over uncaptioned audiovisual viewing. The implicit focus on pronunciation during the phonological judgement task might explain the improvement in the oral production task.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103730"},"PeriodicalIF":4.9,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231518","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

“Oh, this person speaks English in this way; they ‘must be Thai’ or they ‘must be Chinese’”: Developing global Englishes awareness among Thai secondary ELT stakeholders “哦，这个人是这样说英语的；他们‘必须是泰国人’或者‘必须是中国人’”：在泰国中学英语教学利益相关者中培养全球英语意识

IF 4.9 1区文学

System Pub Date : 2025-06-03 DOI: 10.1016/j.system.2025.103733

Yusop Boonsuk

{"title":"“Oh, this person speaks English in this way; they ‘must be Thai’ or they ‘must be Chinese’”: Developing global Englishes awareness among Thai secondary ELT stakeholders","authors":"Yusop Boonsuk","doi":"10.1016/j.system.2025.103733","DOIUrl":"10.1016/j.system.2025.103733","url":null,"abstract":"<div><div>Although the field of Global Englishes (GE) has grown, research involving secondary school students, teachers, and administrators remains scarce. This underrepresentation has created critical gaps in English language teaching (ELT) reform and the development of inclusive pedagogies. Addressing these gaps, this qualitative study explores the impact of GE awareness on ELT in Thailand's Deep South, drawing on the perspectives of 18 students, 9 teachers, and 9 administrators from 9 secondary schools. Data from the six-week Global Englishes Awareness Development Workshop, focus group discussions, and semi-structured interviews were analyzed using qualitative content analysis, identifying five themes: embracing global varieties vs. native norms, expressing identity through localized English, shifting perceptions toward linguistic equality, building confidence through diversity, and addressing linguistic discrimination. Findings show participants re-evaluated native-speaker ideologies, prioritizing intelligibility and meaningful communication while recognizing the value of diverse English varieties. Teachers and administrators stressed integrating these varieties into curricula to prepare learners for global communication. Challenges persist, including the dominance of native norms, biased assessments, and societal prejudices. This study highlights Global Englishes' potential to foster inclusivity and intercultural competence, calling for reforms in teacher training, curricula, and assessments to reflect English's global realities.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103733"},"PeriodicalIF":4.9,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144194793","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