System最新文献 - Book学术

Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2024.103563

Danli Li , Jinghua Qian

引用次数: 0

Corrigendum to “Evaluating AI's impact on self-regulated language learning: A systematic review” [System 126 (2024) 103484]

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2024.103562

Wen-Li Chang, Jerry Chih-Yuan Sun

引用次数: 0

Translanguaging at school: A systematic review of U.S. PK-12 translanguaging research

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2025.103594

Laura Hamman-Ortiz , Caitie Doughtery , Zhongfeng Tian , Deb Palmer , Luis Poza

{"title":"Translanguaging at school: A systematic review of U.S. PK-12 translanguaging research","authors":"Laura Hamman-Ortiz , Caitie Doughtery , Zhongfeng Tian , Deb Palmer , Luis Poza","doi":"10.1016/j.system.2025.103594","DOIUrl":"10.1016/j.system.2025.103594","url":null,"abstract":"<div><div>This systematic review considers what is known about translanguaging in relation to teaching and learning, motivated by the concept's popularity and ongoing critiques about its pedagogical utility and transformative potential. Based on thematic analysis of 111 empirical studies on translanguaging in U.S. PK-12 educational settings, we identified the following themes: (1) translanguaging emerges naturally, and purposefully, in classrooms with bi/multilingual learners, (2) translanguaging facilitates student sense-making in support of learning, (3) translanguaging increases student engagement and opportunities for collaboration, (4) translanguaging supports bi/multilingual students' identity development and sense of belonging, (5) translanguaging can create a counterspace that challenges deficit-framed ideologies and cultivates critical consciousness, (6) learning about translanguaging contributes to teachers developing more asset-oriented stances toward bi/multilingual learners and more linguistically responsive pedagogies, and (7) context plays a central role in if and how translanguaging transforms teaching and learning–translanguaging looks different, and has different impacts, across different contexts. We conclude that we know much about the positive ways translanguaging shapes teaching and learning, while also highlighting some challenges and tensions within the extant literature and the need for increased research that attends to the nuances of context, includes more methodological diversity, and centers decolonial and critical perspectives.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103594"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177738","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

ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2024.103561

Ruofei Zhang , Di Zou , Gary Cheng

{"title":"ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing","authors":"Ruofei Zhang , Di Zou , Gary Cheng","doi":"10.1016/j.system.2024.103561","DOIUrl":"10.1016/j.system.2024.103561","url":null,"abstract":"<div><div>Logic learning is essential for developing knowledge and quality of logic in English argumentative writing. Its main strategies include gathering logic instructions (Gathering), understanding logical concepts (Understanding), exercising knowledge of logic (Exercising), analysing logic in authentic writings (Analysing), and revising and creating logical links under guidance (Crafting) – which ChatGPT may afford. However, there has been limited exploration of ChatGPT-based logic learning. To address this gap, we developed a GPT-4-based logic learning bot and engaged 40 EFL university students, exploring ChatGPT's affordance for logic learning strategies and its usefulness for developing logical knowledge and quality of logic in English argumentative writing. We measured ChatGPT affordance by analysing learner-bot conversations and evaluated the usefulness of ChatGPT affordance through pre-post knowledge tests and essay writing tasks. Semi-structured interviews were also conducted. Our findings revealed that ChatGPT afforded 12 sub-strategies of logic learning, with Gathering and Exercising strategies being the most frequently used. ChatGPT-based logic learning strategies, especially Gathering and Exercising strategies, significantly developed knowledge and quality of logic in English argumentative writing. Through analysing the results, we identified ChatGPT features influencing the frequency and effectiveness of logical learning strategies and offered implications for implementing ChatGPT-based logic learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103561"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176136","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 eye-tracking and neuroimaging study of negative wording effects on cognitive load in a metacognitive awareness tool

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2024.103552

Xinhe Wang, Vahid Aryadoust

{"title":"An eye-tracking and neuroimaging study of negative wording effects on cognitive load in a metacognitive awareness tool","authors":"Xinhe Wang, Vahid Aryadoust","doi":"10.1016/j.system.2024.103552","DOIUrl":"10.1016/j.system.2024.103552","url":null,"abstract":"<div><div>We compared the extraneous cognitive load imposed by two wording conditions: negatively worded and non-negated items in an L2 questionnaire. The questionnaire is the metacognitive awareness listening questionnaire (MALQ), a widely used instrument for assessing metacognitive awareness strategies. Respondents' (N = 109) eye movements measured by an eye-tracker and brain activation levels measured by functional near-infrared spectroscopy (fNIRS) were obtained to examine their extraneous cognitive load in responding to MALQ. Using MANOVA, we identified distinct gaze behavior associated with negatively worded items, indicating that the presence of such items may increase extraneous cognitive load. In addition, English-as-a-second-language participants generally exhibited higher extraneous cognitive load than their L1 counterparts. The results of the neuroimaging investigation further indicated that negatively worded items require more visual attention and cognitive effort, while positively worded items may engage higher-order reflective processing in the brain, highlighting a complex interaction between attention and extraneous cognitive load. Additionally, linear mixed effects models showed that although the models under the two-wording conditions explained a significant amount of variation in respondents’ MALQ scores, they had relatively lower explanatory power (R<sup>2</sup>) though better global fit compared to the models based on the five constructs that MALQ measures (planning-evaluation, directed attention, person knowledge, mental translation, and problem-solving). We suggest that a balanced approach that considers both the target constructs and the negeative wording effect might be the most effective strategy in questionnaire design and validation. Further implications of these findings are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103552"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176137","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 task motivation on learners’ attention to form and subsequent learning in interactive tasks

IF 4.9 1区文学

System Pub Date : 2025-01-25 DOI: 10.1016/j.system.2025.103609

Phil Hiver , Phung Dao

{"title":"The impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks","authors":"Phil Hiver , Phung Dao","doi":"10.1016/j.system.2025.103609","DOIUrl":"10.1016/j.system.2025.103609","url":null,"abstract":"<div><div>In this study, we investigated the impact of task motivation, conceptualized through situated expectancy value theory, on learners' attention to form and subsequent learning in oral interactive tasks. We hypothesized that the type and quality of learners' task motivation impacts how learners attend to, perform, and learn from tasks. In dyads, 106 Vietnamese learners of English performed an opinion-gap task and an information-gap task. Their attention to form in these oral tasks was measured through LREs which were coded for the frequency, type, and their resolution. We developed a tailor-made test for each dyad, based on their interaction, that included the formal features discussed in their LREs and administered this as a delayed test to assess whether their attention to form had resulted in subsequent learning of these features. Our preliminary analyses tested and established validity for all measures of task motivation using factor analytic models. Our main results showed that learners did indeed focus on different aspects of form across the different tasks, but task type did not affect learners' task motivation. Learners expected to succeed equally well in both tasks and perceived the value and cost of performing both tasks as similar. Task motivation was, consequently, not a significant predictor of learners' focus on form in the number and type of LREs produced, how those LREs were resolved, or learners' subsequent learning. Finally, our analyses suggested that learners' specific focus on form was linked to their subsequent learning in the opinion gap task though not in the information gap task. We discuss the implications of task-specific measures of motivation and the ways in which learners’ task performance and focus on form during task completion drives actual learning independent of task motivation.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103609"},"PeriodicalIF":4.9,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143178532","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

Latent profile analysis reveals heterogeneity related to motivation, effort, and outside of class behaviors in digital environments among Chinese university students

IF 4.9 1区文学

System Pub Date : 2025-01-24 DOI: 10.1016/j.system.2025.103604

Sara A. Smith , Matthew Foster , Zhengjie Li

{"title":"Latent profile analysis reveals heterogeneity related to motivation, effort, and outside of class behaviors in digital environments among Chinese university students","authors":"Sara A. Smith , Matthew Foster , Zhengjie Li","doi":"10.1016/j.system.2025.103604","DOIUrl":"10.1016/j.system.2025.103604","url":null,"abstract":"<div><div>Second language (L2) learners increasingly have contact with the L2 outside of classroom contexts, which is positively associated with L2 achievement outcomes and motivation. The nature of the relationships between environmental factors and individual psychosocial factors is not fully understood because of the enormous diversity of L2 learners and L2 learning contexts, particularly digital environments. The current study used Latent Profile Analysis (LPA), a person-centered approach, to examine individual characteristics (motivation, effort) and outside-of-class L2 behaviors in digital and face-to-face settings among an under-researched learner group, rural Chinese English university students (<em>n</em> = 371). Findings revealed five distinct subgroups of learners, including a profile of learners with low motivation and low effort, yet paradoxically, very high outside of class use of English in digital settings. Findings of previously unidentified within-population heterogeneity underscores the need for person-centered approaches in SLA research. The current study has implications for pedagogies and teacher training, as diverse Chinese learners may not be motivated by the same L2 goals. Findings also have implications for ameliorating educational disparities and promoting equity for Chinese learners from rural settings.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103604"},"PeriodicalIF":4.9,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177742","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

Fostering an ecological synergy of learning-research-practice with pre-service Languages Other Than English teachers in China: A translanguaging lens

IF 4.9 1区文学

System Pub Date : 2025-01-23 DOI: 10.1016/j.system.2025.103607

Xiaozhou Emily Zhou , Xin Wang , Steve Mann

{"title":"Fostering an ecological synergy of learning-research-practice with pre-service Languages Other Than English teachers in China: A translanguaging lens","authors":"Xiaozhou Emily Zhou , Xin Wang , Steve Mann","doi":"10.1016/j.system.2025.103607","DOIUrl":"10.1016/j.system.2025.103607","url":null,"abstract":"<div><div>Pre-service language teachers continue to be a major focus of language teacher education. Despite efforts to bridge the gap between professional training and actual pedagogical practice, research has largely centred on pre-service English teachers, leaving their Languages Other Than English (LOTE) counterparts understudied. Concurrently, the importance of multilingual resources in language education has gained recognition, challenging traditional monolingual approaches in classrooms. Although some research has explored LOTE teachers' classroom discourse from a translanguaging perspective, overall output remains limited. This study adopts a translanguaging lens to examine how a ‘learning-research-practice’ cycle shaped three pre-service LOTE teachers' perceptions of using multilingual and multimodal resources in classroom teaching and their practices in doing so. Data collected through participants' reflective journals and semi-structured interviews provide insights into how they benefited from learning translanguaging theory in their postgraduate course, how they engaged with this knowledge in empirical research, and how they applied translanguaging practices in their teaching to facilitate comprehension, promote classroom interaction, and enhance learning. We contend that fostering a synergy between learning, research, and practice can transform teacher candidates' mindsets, raise awareness, and facilitate the provision of effective pedagogical support. This study highlights the importance of integrating a ‘research’ element into pre-service LOTE teacher education to bridge theory and practice through reflective practice.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103607"},"PeriodicalIF":4.9,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143178529","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 : 2025-01-22 DOI: 10.1016/j.system.2025.103593

Chunrong Bao

引用次数: 0

Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies

IF 4.9 1区文学

System Pub Date : 2025-01-22 DOI: 10.1016/j.system.2025.103605

Ali Derakhshan , Barry Bai

{"title":"Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies","authors":"Ali Derakhshan , Barry Bai","doi":"10.1016/j.system.2025.103605","DOIUrl":"10.1016/j.system.2025.103605","url":null,"abstract":"<div><div>Learning English as a foreign language (EFL) has been substantiated to be highly emotional and emotion-laden. In many cases, the affective pressures of the field make EFL learners vulnerable to many issues and practices. However, to date, research on postgraduate EFL students' emotional vulnerabilities and associated regulatory strategies has been overlooked. The scope of literature lacks research that enlists the common sources, manifestations, and regulation strategies of second/foreign language (L2) emotional vulnerabilities. To fill these gaps, this study interviewed 20 Chinese postgraduate EFL students to showcase their perceptions, experiences, and regulatory strategies when facing emotional vulnerabilities. The findings indicated that the Chinese postgraduates displayed their emotional vulnerabilities differently by using ‘negative emotional responses,’ ‘seeking help from others,’ ‘facial expressions,’ ‘suppression,’ and ‘avoidance’ of emotional vulnerabilities. Moreover, it was demonstrated that the participants had employed a set of ‘antecedent-focused’ and ‘response-focused’ regulation strategies to cope with their emotional vulnerabilities in L2 learning. The findings are discussed, and implications for theory and practice are presented for EFL students, teachers, teacher educators, and policy-makers to situate emotionality at the center of their practice.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103605"},"PeriodicalIF":4.9,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177743","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