System最新文献 - Book学术

Task repetition and L2 oral performance: A meta-analysis 任务重复与第二语言口语表现：一项元分析

IF 5.6 1区文学

System Pub Date : 2025-10-04 DOI: 10.1016/j.system.2025.103868

Mahmoud Abdi Tabari , Jingyuan Zhuang , Mahsa Farahanynia

{"title":"Task repetition and L2 oral performance: A meta-analysis","authors":"Mahmoud Abdi Tabari , Jingyuan Zhuang , Mahsa Farahanynia","doi":"10.1016/j.system.2025.103868","DOIUrl":"10.1016/j.system.2025.103868","url":null,"abstract":"<div><div>Task repetition (TR) is a well-researched construct in task-based language teaching (TBLT), recognized for its potential to enhance Complexity, Accuracy, Lexical Complexity, and Fluency (CALF) in second language (L2) oral production. This study meta-analyzes the growing body of research in this area to examine the overall effect of TR on L2 oral CALF and the role of moderator variables. Findings reveal that TR has a substantial impact on syntactic complexity and accuracy, with learners producing more complex and less erroneous utterances. Fluency and lexical complexity, while positively influenced by TR, exhibit smaller gains, suggesting that TR primarily enhances structural aspects of language. Moderator analyses indicated that factors such as learning context, task type, type of TR, and spacing interval influence the effectiveness of TR: Larger effects for syntactic complexity, accuracy, and fluency were observed in foreign language contexts than in second language contexts; narrative tasks and exact repetition were particularly effective in enhancing syntactic complexity; longer spacing intervals were associated with smaller effects on syntactic complexity and fluency. The study offers valuable pedagogical insights for optimizing TBLT practices to enhance L2 oral production.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103868"},"PeriodicalIF":5.6,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222816","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

Imagining, believing and achieving in L2 Arabic: Motivational self-concepts and language outcomes in a multiglossic context 第二语言阿拉伯语的想象、相信和成就：多语语境下的动机性自我概念和语言结果

IF 5.6 1区文学

System Pub Date : 2025-10-04 DOI: 10.1016/j.system.2025.103866

Anna-Maria Ramezanzadeh, Robert Woore, Lars-Erik Malmberg

引用次数: 0

Teachers beware: L3 cognates may be difficult to learn. Spelling errors and the multilingual mental lexicon 老师们要注意：L3个同源词可能很难学。拼写错误与多语言心理词汇

IF 5.6 1区文学

System Pub Date : 2025-10-04 DOI: 10.1016/j.system.2025.103851

Olga Broniś , Małgorzata Foryś-Nogala , Agnieszka Otwinowska

{"title":"Teachers beware: L3 cognates may be difficult to learn. Spelling errors and the multilingual mental lexicon","authors":"Olga Broniś , Małgorzata Foryś-Nogala , Agnieszka Otwinowska","doi":"10.1016/j.system.2025.103851","DOIUrl":"10.1016/j.system.2025.103851","url":null,"abstract":"<div><div>Cognate words are supposedly easy to learn because they share orthographic and semantic similarities across languages. Still, cross-linguistic influence (CLI) from previous languages may work to the learner's disadvantage by triggering errors. We examine spelling errors in 120 Italian words made by L1-Polish learners of L3-Italian with L2-English (N = 93, <em>M</em><sub><em>age</em></sub> = 21.82<em>, SD =</em> 3.31). In our previous study (Authors, 2025), we tested the productive knowledge of words translated from learners' L2-English to L3-Italian (40 noncognates, 40 L2-L3 cognates, and 40 L1-L2-L3 cognates). Here, we focus on those learner outputs that were considered incorrect in the previous study, but whose spelling resembled the expected Italian keywords (N = 977). We classified these incorrect answers as (a) containing a CLI-related error, (b) exhibiting CLI from L1-Polish, L2-English, or both, (c) comprising an error in the stem, in the suffix, or both. Our results showed that the L1-L2-L3 cognates rendered significantly more CLI-related errors than the L2-L3 cognates and non-cognates. Importantly, in the L1-L2-L3 cognates, participants' L2-English was a more frequent source of CLI errors than their L1-Polish. We also observed that CLI-related errors were significantly more likely to occur in word stems than in suffixes, and their frequency in learner outputs decreased with the growing proficiency in L3-Italian. We discuss the results in relation to the Parasitic Model of the multilingual mental lexicon (Ecke, 2015). Finally, we propose pedagogical implications for language classrooms stemming from the types of spelling errors made in L2-L3 and L1-L2-L3 cognates.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"103851"},"PeriodicalIF":5.6,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222931","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 qualitative analysis of gamers’ experiences with vocabulary acquisition: Insights from grounded theory 关于玩家词汇习得体验的定性分析：基于理论的见解

IF 5.6 1区文学

System Pub Date : 2025-10-03 DOI: 10.1016/j.system.2025.103864

Sofiya Shahiwala, D.R. Rahul

{"title":"A qualitative analysis of gamers’ experiences with vocabulary acquisition: Insights from grounded theory","authors":"Sofiya Shahiwala, D.R. Rahul","doi":"10.1016/j.system.2025.103864","DOIUrl":"10.1016/j.system.2025.103864","url":null,"abstract":"<div><div>Digital games influence vocabulary acquisition by providing repeated and contextualized exposure to language. They facilitate incidental learning through interactive, multimodal inputs, making them effective resources for learners. However, research often overlooks gamers' perspectives, particularly their lived experiences of acquiring vocabulary. Theoretical frameworks accounting for what shapes learning outcomes in game-enhanced environments also remain limited. By employing grounded theory, we sought to explore the factors affecting gamers’ experiences with digital game-enhanced vocabulary learning (DGEVL). Data from semi-structured interviews revealed three key dimensions: learner-related (empowered learners), item-related (words in play), and context-related (immersive worlds) factors contributing to positive and negative experiences in DGEVL environments. The analysis further showed that gamers acquire a range of concrete and abstract vocabulary across different game genres through diverse game registers. The findings highlight the potential of DGEVL and emphasize the need for thoughtful, systematic, and theoretically balanced integration of games to maximize learning outcomes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103864"},"PeriodicalIF":5.6,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222929","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 linguacultural competence in business english communication: A mixed-methods intervention study 商务英语交际中语言能力的培养：一项混合方法干预研究

IF 5.6 1区文学

System Pub Date : 2025-10-02 DOI: 10.1016/j.system.2025.103869

Lucas Peltonen , Guangwei Hu , Heath Rose

{"title":"Cultivating linguacultural competence in business english communication: A mixed-methods intervention study","authors":"Lucas Peltonen , Guangwei Hu , Heath Rose","doi":"10.1016/j.system.2025.103869","DOIUrl":"10.1016/j.system.2025.103869","url":null,"abstract":"<div><div>Internationally operating business professionals use English as a business lingua franca (BELF) for their transnational communication, which requires linguacultural competencies (LCCs). This study explores classroom interventions designed to improve professionals’ LCCs for business communication. Drawing on a novel conceptualization (i.e., the LCC framework) and adopting a mixed-methods design, this experimental study investigated the effects of an intervention on two groups of job-experienced Chinese professionals who used English for work: a control group receiving instruction on an existing business English textbook unit and an experimental group exposed to an adapted version of the unit specifically targeting two LCCs. Quantitative results revealed that both groups showed statistically significant and similar improvement from pre-to post-intervention assessments. Qualitative data provided evidence of LCC development and particular characteristics of the job-experienced participants as moderating factors. These results illustrate the utility of LCCs to curricular development and Business English pedagogy. However, they also exemplify challenges in the design and practicalities of experimental research on BELF communication. Importantly, this investigation provides insights into how to develop Business English curricula to prepare learners for transnational communication in the workplace, ideally contributing to more efficient professional communication.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103869"},"PeriodicalIF":5.6,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222932","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

Reflective teaching, teacher immunity, and burnout: Investigating possible links 反思性教学、教师免疫力和职业倦怠：调查可能的联系

IF 5.6 1区文学

System Pub Date : 2025-10-01 DOI: 10.1016/j.system.2025.103865

Hossein Navidinia, Fatemeh Zahra Gholizadeh

{"title":"Reflective teaching, teacher immunity, and burnout: Investigating possible links","authors":"Hossein Navidinia, Fatemeh Zahra Gholizadeh","doi":"10.1016/j.system.2025.103865","DOIUrl":"10.1016/j.system.2025.103865","url":null,"abstract":"<div><div>Teaching is a complex profession that presents various challenges, and without sufficient coping strategies, these stressors can lead to unfavorable outcomes like burnout and attrition. Reflective teaching (RT) and language teacher immunity (LTI) have been proposed as constructs that can alleviate these negative effects. The present study investigated the relationships between RT, LTI, and burnout among English language teachers, specifically examining the potential mediating role of LTI. A quantitative correlational design was employed, with data collected from 200 Iranian English language teachers using the Reflective Teaching Questionnaire, the Teacher Immunity Scale, and Maslach's Burnout Inventory. A proposed theoretical model was tested using Structural Equation Modeling (SEM). Findings indicated a significant positive relationship between RT and LTI and a significant negative correlation between LTI and burnout. Despite the initial hypothesis, the direct relationship between RT and burnout was found to be weak but positive. However, the results confirmed a strong, negative indirect effect, showing that RT is linked to lower burnout through the mediating role of LTI. This is justified by viewing reflection as a practice that can increase workload and heighten awareness of professional shortcomings, which may contribute to burnout if a teacher's immunity, comprising self-efficacy, resilience, and coping strategies, is not robust enough to manage these challenges. Implications suggest that teacher education and support systems should focus on strengthening teacher immunity to ensure reflective practices foster professional growth rather than exacerbate stress.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103865"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222933","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

From following to forging paths: Environmental self-regulation in digital extramural language learning 从追随到开拓：数字外语学习中的环境自我调节

IF 5.6 1区文学

System Pub Date : 2025-09-30 DOI: 10.1016/j.system.2025.103860

Huijie Yao, Mingyue Michelle Gu, Yue Zhang

{"title":"From following to forging paths: Environmental self-regulation in digital extramural language learning","authors":"Huijie Yao, Mingyue Michelle Gu, Yue Zhang","doi":"10.1016/j.system.2025.103860","DOIUrl":"10.1016/j.system.2025.103860","url":null,"abstract":"<div><div>Current self-regulated language learning models have primarily addressed the regulation of the learner self while under-recognizing the environment as a target of self-regulation. Situated in the context of digital extramural language learning, this study aimed to conceptualize environmental self-regulation (ESR) and establish the construct validity of its operationalization. Using a sequential mixed-method design, this study first explored the substantive forms of ESR through semi-structured interviews with 20 English as a Foreign Language (EFL) learners. A scale for its measurement was constructed and tested for validity with over 900 Chinese EFL learners using factor analysis and structural equation modelling. The qualitative findings showed that ESR offered a useful lens for understanding how learners construct and manage digital extramural language learning environments. The quantitative phase established three types of validity evidence of the scale: internal consistency, divergent validity (i.e., differentiation from other self-regulatory measures), and predictive ability for vocabulary knowledge. This study introduced an “environmental” perspective on self-regulated language learning in the digital extramural context and offered a validated instrument for its measurement.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103860"},"PeriodicalIF":5.6,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222817","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

Using a metaphor task to explore TESOL students’ beliefs about the roles of teachers 运用隐喻任务探讨英语学习者对教师角色的看法

IF 5.6 1区文学

System Pub Date : 2025-09-30 DOI: 10.1016/j.system.2025.103862

Frank Boers , June Eyckmans , Farahnaz Faez

{"title":"Using a metaphor task to explore TESOL students’ beliefs about the roles of teachers","authors":"Frank Boers , June Eyckmans , Farahnaz Faez","doi":"10.1016/j.system.2025.103862","DOIUrl":"10.1016/j.system.2025.103862","url":null,"abstract":"<div><div>Students enrolled in language teacher education hold beliefs about the roles of language teachers based on their prior experience as learners and possibly as instructors. This study examined if such beliefs change over time. Forty-nine international students from China attending a TESOL program in Canada were asked to provide metaphors for what they considered a good language teacher, and to explain why they thought their metaphors were fitting. The participants performed the metaphor task at the beginning of their program and again nine months later. For the purpose of comparison, 20 Belgian students attending a TESOL program at a university in their home country were also given the same task twice. There was little overlap between these collections of metaphors collected at the two sites, but most of the reasons the two groups gave for their metaphors pointed to similar teacher roles or attributes. Although some participants proposed a greater number of metaphors when they were nine months into their programs than at the beginning, there were few indications of changes in either group's conceptions of the roles of language teachers over time. The article acknowledges the limitations of a metaphor-elicitation task and illustrates the importance of asking respondents to clarify their metaphors.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103862"},"PeriodicalIF":5.6,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222934","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

Vocational Swedish for adult learners with limited educational background: rethinking literacy-based instruction 面向教育背景有限的成人学习者的职业瑞典语：对识字教学的反思

IF 5.6 1区文学

System Pub Date : 2025-09-30 DOI: 10.1016/j.system.2025.103858

Robert Walldén , Anna Winlund

{"title":"Vocational Swedish for adult learners with limited educational background: rethinking literacy-based instruction","authors":"Robert Walldén , Anna Winlund","doi":"10.1016/j.system.2025.103858","DOIUrl":"10.1016/j.system.2025.103858","url":null,"abstract":"<div><div>This study investigates a vocational Swedish orientation course within the Swedish for Immigrants (SFI) program, targeting adult learners with limited prior formal education and emergent literacy. Using the Continua of Biliteracy framework, the research analyzes classroom activities and study visits to explore dimensions of multilingual literacy and associated pedagogical challenges. Data collection included classroom observations, transcriptions of lessons, and student interviews.</div><div>Findings highlight the potential of resource-based teaching methods, incorporating students’ multilingual repertoires and personal experiences to engage them in learning specialized vocabulary and workplace-related language. Strategies such as translanguaging, visual aids, and contextualized instruction were used to support language development. However, the course predominantly emphasized written language and receptive skills over oral communication and productive language use. Challenges emerged from the reliance on abstract and written materials, which occasionally limited student engagement and comprehension.</div><div>The study concludes that integrating oral language practice, collaborative activities, and meaningful connections to students' everyday lives can enhance engagement and address gaps in existing instructional approaches. Recommendations include using multimodal supports, preparing students for study visits with targeted pre-visit activities, and fostering multilingual collaboration in work-related contexts. This research contributes to understanding how tailored pedagogical strategies can support emergent literacy learners in vocationally oriented language education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103858"},"PeriodicalIF":5.6,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222927","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 input mode on incidental vocabulary learning for CSL learners: Evidence from offline tests and eye-tracking studies 输入方式对汉语学习者附带词汇学习的影响：来自离线测试和眼动追踪研究的证据

IF 5.6 1区文学

System Pub Date : 2025-09-30 DOI: 10.1016/j.system.2025.103853

Yuxin Xie , Tianlin Wang , Fuxia Fan , Miao Yu

{"title":"The impact of input mode on incidental vocabulary learning for CSL learners: Evidence from offline tests and eye-tracking studies","authors":"Yuxin Xie , Tianlin Wang , Fuxia Fan , Miao Yu","doi":"10.1016/j.system.2025.103853","DOIUrl":"10.1016/j.system.2025.103853","url":null,"abstract":"<div><div>There is currently no consensus regarding which input mode is most effective for vocabulary learning, and research on its impact on online vocabulary processing by learners is scarce, particularly in Chinese as a second language (CSL) learning. Therefore, this study combined eye-tracking technology with vocabulary knowledge tests (form and meaning recognition) to explore the impact of input mode on the incidental vocabulary learning of CSL learners. The results showed that reading-only (RO) condition yielded better incidental vocabulary gains than reading-while-listening (RWL). The reading-while-listening condition led both CSL learners and native speakers to have longer first fixation durations, higher regression-in proportions, and skipping rates on target pseudowords. It also notably extended native speakers’ regression path reading time and increased the regression-in proportion for both groups, with a more pronounced effect on CSL learners. Additionally, the fixation time significantly predicted their mastery of vocabulary. The results suggest that the reading-only condition is more conducive to learning for all participants. Its advantages also manifested in online vocabulary processing, supporting the cognitive load theory. Furthermore, there is a correlation between the processing of vocabulary and learning gains. The results empirically support CSL vocabulary teaching and highlight the pedagogical implications for promoting incidental vocabulary learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103853"},"PeriodicalIF":5.6,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222928","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