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A scoping review of Global Englishes Language Teaching research from 2020 to 2025: Mapping trends, tensions, and adaptations 从2020年到2025年全球英语教学研究的范围审查：绘制趋势，紧张局势和适应

IF 8 1区文学

System Pub Date : 2026-08-01 Epub Date: 2026-07-09 DOI: 10.1016/j.system.2026.104105

Yifeng Chen, Hong Zhang, Xilu Chen

{"title":"A scoping review of Global Englishes Language Teaching research from 2020 to 2025: Mapping trends, tensions, and adaptations","authors":"Yifeng Chen, Hong Zhang, Xilu Chen","doi":"10.1016/j.system.2026.104105","DOIUrl":"10.1016/j.system.2026.104105","url":null,"abstract":"<div><div>This study presents a scoping review of 96 empirical studies on Global Englishes Language Teaching (GELT) from 2020 to 2025. By charting the existing literature, this review revealed eight themes in the current GELT research: perceptions of Global Englishes (GE) and GELT, GE-oriented classroom practices, GE-aware teacher education, GE-informed materials, identity construction through engagement with GE, the role of technology in GELT, GE-incorporated language testing, and GE-reflective teacher recruitment policy. In addition, a methodological review was conducted, with special attention paid to the research approaches, research contexts, and educational level. By reconceptualizing GELT as an ecosystem operating at three different levels (micro-, meso-, and macro-), this study maps out the emerging trends and research gaps while pinpointing critical tensions within the GELT ecosystem. Thematically, the recent GELT scholarship reflects a broadening scope from static perception studies towards more contextualized and technologically mediated explorations involving diverse stakeholders. Methodologically, the field is moving towards greater methodological rigor and contextual diversity. The tensions within the GELT ecosystem include the misalignment between individuals’ cognition and practice, and the imbalance between top-down implementation and bottom-up innovation. This study concludes by offering recommendations for future research and adaptation strategies for GELT practice.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"141 ","pages":"Article 104105"},"PeriodicalIF":8.0,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148642141","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

Exploring the complex interplay of supportive factors, learners’ emotions on their sustained use of AI-enhanced learning technologies: Insights from the combined SEM and fsQCA approaches 探索支持因素、学习者情绪对其持续使用人工智能增强学习技术的复杂相互作用：来自SEM和fsQCA联合方法的见解

IF 8 1区文学

System Pub Date : 2026-08-01 Epub Date: 2026-07-13 DOI: 10.1016/j.system.2026.104109

Honggang Liu, Jiqun Fan, Xiaoquan Pan

{"title":"Exploring the complex interplay of supportive factors, learners’ emotions on their sustained use of AI-enhanced learning technologies: Insights from the combined SEM and fsQCA approaches","authors":"Honggang Liu, Jiqun Fan, Xiaoquan Pan","doi":"10.1016/j.system.2026.104109","DOIUrl":"10.1016/j.system.2026.104109","url":null,"abstract":"<div><div>In AI-enhanced language learning environments, understanding the drivers of sustained engagement remains a critical challenge. While previous research has identified various factors influencing technology acceptance, their complex interplay in shaping continuance intention requires further investigation. This study examines how teacher support, peer support, AI learning self-efficacy, and perceived enjoyment collectively influence learners’ continuance intention for AI-enhanced EFL learning. By integrating structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA), the study moves beyond net effects to uncover conjunctural causality. Analyzing data from 705 Chinese university students, SEM results show that teacher support operates only indirectly via self-efficacy and enjoyment, whereas peer support exerts both direct and indirect effects. Complementing the SEM results, fsQCA reveals five equifinal configurations for high continuance intention, with perceived enjoyment as a core condition in most pathways. Notably, teacher and peer support can compensate for each other in specific contexts, a finding that linear models cannot capture. These insights advance technology acceptance theory by demonstrating that social, cognitive, and emotional factors combine in non-linear, configurational ways to sustain AI-enhanced language learning. Practical implications for designing adaptive support systems are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"141 ","pages":"Article 104109"},"PeriodicalIF":8.0,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148642139","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

Corrigendum to “Pride and its role in multilingual identity construction: A qualitative study with LOTE-learning high school students in China” [System 138 (2026) 103977] “骄傲及其在多语言身份建构中的作用：一项中国高中生英语学习的定性研究”的勘误表[系统138 (2026)103977]

IF 8 1区文学

System Pub Date : 2026-08-01 Epub Date: 2026-07-16 DOI: 10.1016/j.system.2026.104111

Xinran Wu

引用次数: 0

IF 8 1区文学

System Pub Date : 2026-08-01 Epub Date: 2026-07-24 DOI: 10.1016/j.system.2026.104117

Wenting Hu

引用次数: 0

Translanguaging optimizes the developmental trajectory of beginning-level L2 writing: A sequence analysis study with an experimental design 译语优化了初级二语写作的发展轨迹：一个具有实验设计的序列分析研究

IF 8 1区文学

System Pub Date : 2026-08-01 Epub Date: 2026-07-21 DOI: 10.1016/j.system.2026.104114

Muzi Li, Yunlu Zhao

{"title":"Translanguaging optimizes the developmental trajectory of beginning-level L2 writing: A sequence analysis study with an experimental design","authors":"Muzi Li, Yunlu Zhao","doi":"10.1016/j.system.2026.104114","DOIUrl":"10.1016/j.system.2026.104114","url":null,"abstract":"<div><div>Current research in language education predominantly relies on static, cross-sectional assessments, which provide limited insight into the dynamic processes underlying skill development. As an approach to longitudinal data analysis, sequence analysis offers a novel lens for unpacking the developmental “black box” of second language (L2) writing. This study employed sequence analysis to examine the developmental trajectories of L2 writing under a translanguaging intervention. Based on data from a one-semester intervention, dynamic sequences [State 1 → State 2 → State 3 → State 4] were constructed from four consecutive writing tasks completed by an experimental group (n = 125) and a control group (n = 129). Multiple sequence analysis techniques, including state distribution plots, sequence index plots, transversal entropy plots, and state transition matrices, were utilized for visual comparison. Four distinct types of developmental trajectory were identified, and typical trajectories were delineated for each cluster. The results indicated that translanguaging can optimize the developmental trajectories of beginning-level L2 writing. This study offers a dynamic, sequence-based analytical framework for investigating the mechanisms underlying language proficiency development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"141 ","pages":"Article 104114"},"PeriodicalIF":8.0,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148642138","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

University students’ evolving conceptual metaphors of AI in English academic writing: An actor-network perspective 大学生英语学术写作中人工智能概念隐喻的演变：行动者-网络视角

IF 8 1区文学

System Pub Date : 2026-08-01 Epub Date: 2026-07-29 DOI: 10.1016/j.system.2026.104115

Jiming Zhou, David Carless

{"title":"University students’ evolving conceptual metaphors of AI in English academic writing: An actor-network perspective","authors":"Jiming Zhou, David Carless","doi":"10.1016/j.system.2026.104115","DOIUrl":"10.1016/j.system.2026.104115","url":null,"abstract":"<div><div>Students' metaphors of AI describe and actively configure learner-AI relationships in academic writing. Prior research has identified recurring framings of AI as tool-based or human-based, yet has largely relied on cross-sectional designs that tended to treat metaphors as static representations. This longitudinal study draws on Actor-Network Theory (ANT) as an interpretive lens to examine how ten university students' metaphorical conceptualizations of AI evolved over a one-year period. Data were collected through two rounds of semi-structured interviews, triangulated with students' AI-use artifacts. The findings reveal three trajectories: maintenance of tool-based metaphors with enhanced recognition of AI capabilities; shifts from tool-based to human-based conceptualizations; and processes of intensified or reduced personification. These shifts of metaphors appear to reflect not individual cognitive change alone but negotiated relationships among tools, teachers, peers, policies, and tasks. Effective and ethical human-AI collaborative writing is less an individual achievement than a network accomplishment, dependent on alignment among student literacies, AI capabilities, institutional policies, and task demands. This study demonstrates the value of an ANT perspective in AI research, showing how human and non-human actants mutually shape learning relationships. Creating opportunities to make students' AI metaphors visible can facilitate responsive institutional policy-making and inform pedagogical strategies. The tensions between students' explicit tool-based metaphors and their implicit affective characterizations highlight AI's emotional dimension, inviting further investigation. The study underscores the importance of longitudinal designs for capturing the dynamic evolution of human-AI interaction.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"141 ","pages":"Article 104115"},"PeriodicalIF":8.0,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148642140","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 8 1区文学

System Pub Date : 2026-08-01 Epub Date: 2026-07-17 DOI: 10.1016/j.system.2026.104112

Jing Cao, Yao Wang

引用次数: 0

Corrigendum to “Developing pre-service English teachers’ critical and ethical AI literacy in writing with generative AI” [System 140 (2026) 104037] “用生成式人工智能培养职前英语教师的批判性和道德人工智能素养”[System 140(2026) 104037]的勘误表

IF 8 1区文学

System Pub Date : 2026-08-01 Epub Date: 2026-07-16 DOI: 10.1016/j.system.2026.104110

Sung-Yeon Kim

引用次数: 0

Dissecting the ‘E’ and the ‘I’ in EMI through a Bakhtinian lens: Monoglossic versus heteroglossic meanings and practices across academic disciplines 通过巴赫蒂尼的视角剖析EMI中的“E”和“I”：跨学科的单语与异语意义和实践

IF 5.6 1区文学

System Pub Date : 2026-06-01 Epub Date: 2026-01-27 DOI: 10.1016/j.system.2026.103988

Hoa K. Tang , John Trent

{"title":"Dissecting the ‘E’ and the ‘I’ in EMI through a Bakhtinian lens: Monoglossic versus heteroglossic meanings and practices across academic disciplines","authors":"Hoa K. Tang , John Trent","doi":"10.1016/j.system.2026.103988","DOIUrl":"10.1016/j.system.2026.103988","url":null,"abstract":"<div><div>English-medium instruction (EMI) has been implemented in numerous countries, including Vietnam. EMI has thus been extensively researched, yet more attention should be paid to disciplinary differences and their influences on the perceived meanings and classroom practices of EMI. Therefore, this paper is aimed at exploring the perceived meanings of the ‘E’ and the ‘I’ in EMI as well as EMI lecturers' linguistic and pedagogical practices in light of disciplinary differences–that is, in two courses: maths and business. Theoretically, it drew upon Bakhtin's theory of dialogism and its fundamental notions of <em>monoglossia</em> and <em>heteroglossia</em>; methodologically, it drew upon triangulation of participant observation and interview to collect data. The collected data were then analysed by means of thematic analysis. Data analysis indicated disciplinary differences regarding the correspondence between a terminology and its interpretation(s). Consequentially, in the maths course, the perceived meanings and classroom practices of both the ‘E’ and the ‘I’ are monoglossic. In contrast, in the business course, the perceived meanings and classroom practices of both the ‘E’ and the ‘I’ are heteroglossic. Thus, the implication is that the revealed discrepancies should be taken into account in the formation and implementation of EMI(-related) policies and professional development programmes and/or courses for pre-service and in-service EMI lecturers. Future studies should observe more courses across academic disciplines in various educational settings as well as involving a greater number of interview participants to contribute to a richer understanding of EMI.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"139 ","pages":"Article 103988"},"PeriodicalIF":5.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154366","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

Multimodal teacher collaboration in L2 vocabulary instruction 二语词汇教学中的多模态教师合作

IF 5.6 1区文学

System Pub Date : 2026-06-01 Epub Date: 2026-02-14 DOI: 10.1016/j.system.2026.104004

Josephine Mijin Lee

{"title":"Multimodal teacher collaboration in L2 vocabulary instruction","authors":"Josephine Mijin Lee","doi":"10.1016/j.system.2026.104004","DOIUrl":"10.1016/j.system.2026.104004","url":null,"abstract":"<div><div>This study examines how teacher collaboration is enacted in L2 vocabulary instruction through multimodal conduct. Drawing on 3 h of video recordings of three co-teaching pairs in South Korean EFL kindergarten and elementary classrooms, the analysis addresses three questions: what multimodal resources co-teachers employ, how their embodiments orient to each other's turns, and how these embodiments are consequential to the classroom interaction. Using conversation analysis, the study shows that co-teachers relied primarily on two types of gestures. Duplicative gestures involved a non-leading teacher reproducing or upgrading the lead teacher's gesture, thereby constructing a shared symbolic structure that elicited students' correct interpretations of the target vocabulary. Supplementary gestures, in contrast, contributed new semiotic material that broadened the range of interpretive cues available to students. Both gesture types were finely timed and sequentially fitted to the other teacher's turn, either aligning with the ongoing trajectory or expanding it with additional embodied resources. These multimodal practices were consequential to the classroom interaction in that they elicited correct student responses, fostered shared embodied understandings of vocabulary, and occasionally shifted the lesson into playful registers. The findings demonstrate that vocabulary instruction unfolds not only through verbal explanation but through the moment-by-moment teacher coordination of multimodal resources, making word meaning publicly visible and learnable as a collaborative, embodied achievement.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"139 ","pages":"Article 104004"},"PeriodicalIF":5.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175506","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