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The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments 心理资本在不同语言环境下大学生外语焦虑与学习倦怠关系中的中介作用

IF 4.9 1区文学

System Pub Date : 2024-09-26 DOI: 10.1016/j.system.2024.103499

{"title":"The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments","authors":"","doi":"10.1016/j.system.2024.103499","DOIUrl":"10.1016/j.system.2024.103499","url":null,"abstract":"<div><div>Language environments play a crucial role in foreign language learning. Increasing Chinese students choose to attend joint venture colleges where a foreign language is predominantly used. Naturally, the language environment in these institutions differs from that of traditional colleges where Chinese is exclusively used, potentially leading to differences in foreign language anxiety (FLA). However, these differences have not been examined. Although students with higher FLA levels tend to experience heightened learning burnout and reduced psychological capital, a protective factor against the negative impacts of difficulties and challenges, it remains unknown the relationships among these variables in these two types of college students. This study addressed these questions by measuring the FLA levels, learning burnout, and psychological capital of 260 joint venture college students and 267 traditional Chinese college students. Results showed that FLA levels were significantly higher in traditional Chinese college students, psychological capital partially mediated the relationship between FLA and learning burnout in both groups, and school type moderated the path from FLA to psychological capital. These results suggest that psychological capital can mitigate the impact of FLA on learning burnout and these mitigating effects are influenced by language environment. Practical implications for school administrators and instructors are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323955","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

Distinct trajectories of EFL motivation: A self-determination theory perspective EFL 动机的不同轨迹：自我决定理论视角

IF 4.9 1区文学

System Pub Date : 2024-09-25 DOI: 10.1016/j.system.2024.103441

{"title":"Distinct trajectories of EFL motivation: A self-determination theory perspective","authors":"","doi":"10.1016/j.system.2024.103441","DOIUrl":"10.1016/j.system.2024.103441","url":null,"abstract":"<div><div>According to self-determination theory, students who learn English as a foreign language (EFL) can be motivated by autonomous or controlled reasons. These motivations change over time, and students could exhibit distinct motivational trajectories. However, previous studies have mostly adopted cross-sectional designs and overlooked the developmental aspects of motivation. Furthermore, there is little understanding of the key factors associated with students' distinct motivational trajectories. To address these gaps, we used parallel process growth mixture modeling to examine the trajectories of students' autonomous and controlled motivation. Participants were 467 students from four junior secondary schools who were surveyed over the course of a semester. Results revealed three distinct motivational trajectories: “increasing controlled motivation”, “stable motivation”, and “increasing autonomous motivation”. Students whose basic psychological needs were satisfied were more likely to be in the “increasing autonomous motivation” profile. Students across distinct profiles had varying levels of achievement with those in the “increasing autonomous motivation” profile showing the highest levels of achievement, and those in the “increasing controlled motivation” profile having the lowest achievement. This study underscores the significance of nurturing autonomous motivation and supporting students’ basic psychological needs in EFL contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142320425","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 EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice 探索英语语言学习者在口语练习中使用人工智能语音评估系统的前景和局限性

IF 4.9 1区文学

System Pub Date : 2024-09-24 DOI: 10.1016/j.system.2024.103497

{"title":"Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice","authors":"","doi":"10.1016/j.system.2024.103497","DOIUrl":"10.1016/j.system.2024.103497","url":null,"abstract":"<div><div>This study explores English as a Foreign Language (EFL) learners' perceptions of the promise and limitations of <em>EAP Talk</em>, an AI-based speech evaluation system, for speaking practice. Using a mixed-methods approach, data were collected from 366 EFL learners across five universities through questionnaires and semi-structured interviews. The findings reveal that <em>EAP Talk</em> significantly enhances speaking skills, including pronunciation, grammar accuracy, idea-organization, read-aloud, and presentation skills. Participants appreciated the convenience, motivational aspects, and institutional efficiency of <em>EAP Talk</em>, which allowed for flexible and autonomous learning. However, several limitations were identified. Issues with the accuracy of voice recognition and score feedback affected learners' confidence in the feedback. The relevance of practice materials to academic courses was another concern, as was the limited detail in the feedback provided by <em>EAP Talk</em>, which often lacked comprehensive explanations and corrective guidance. The absence of feedback on grammar accuracy and speech organization further limited the tool's effectiveness for developing comprehensive speaking proficiency. These findings suggest that while <em>EAP Talk</em> holds significant potential for enhancing language learning, ongoing improvements are necessary to address its limitations. This study contributes to the understanding of how <span>AI</span> tools can support EFL learners for speaking practice.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142315824","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 : 2024-09-21 DOI: 10.1016/j.system.2024.103492

引用次数: 0

Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate 为汉语作为遗产语言的年轻学习者的口语表现建模：第二语言胆量、动机强度和交流意愿的相互作用

IF 4.9 1区文学

System Pub Date : 2024-09-20 DOI: 10.1016/j.system.2024.103490

{"title":"Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate","authors":"","doi":"10.1016/j.system.2024.103490","DOIUrl":"10.1016/j.system.2024.103490","url":null,"abstract":"<div><p>Despite the growing attention to non-cognitive factors and their effects explored in studies inspired by Positive Psychology, there remains a scarcity of research examining how these factors impact young heritage learners’ language development in Chinese as a Heritage Language (CHL) learning, weakening the generalization of prior findings. Given the importance of speaking ability in developing communication skills and fostering language proficiency, this study investigates the interplay effects of L2 grit, motivational intensity, and willingness to communicate (WTC) on the L2 speaking performance among young CHL learners (<em>N</em> = 383), employing structural equation modeling (SEM). The findings indicate that 1) L2 grit, which encompasses perseverance of effort (PE) and consistency of interest (CI), significantly and positively predicts motivational intensity; 2) PE and WTC are direct predictors of speaking performance, whereas CI is not a direct predictor; 3) CI indirectly predicts speaking performance through the mediation of WTC; and 4) both PE and CI can positively predict speaking performance through the serial mediation of motivational intensity and WTC. The research concludes by presenting its implications for CHL educators and instructors in designing tailored approaches to enhancing young learners’ speaking skills within the framework of heritage language and beyond.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24002720/pdfft?md5=d9f34f0606d62ec288e3f85efabb6960&pid=1-s2.0-S0346251X24002720-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272926","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

The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners 分块阅读策略训练对母语为日语的英语学习者单词分块能力的影响

IF 4.9 1区文学

System Pub Date : 2024-09-20 DOI: 10.1016/j.system.2024.103495

{"title":"The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners","authors":"","doi":"10.1016/j.system.2024.103495","DOIUrl":"10.1016/j.system.2024.103495","url":null,"abstract":"<div><div>The Chunk-and-Pass model posits that language acquisition involves learning to effectively chunk linguistic input, thereby recoding it into larger linguistic sequences, such as from words to phrases, to form more abstract representations. This quasi-experimental study investigates the impact of Chunk Reading Strategy Training (CRST) on enhancing the word chunking skills of low-proficiency Japanese English learners. In the CRST intervention, English sentences were segmented into smaller units—each grammatically and semantically meaningful—and presented on a computer screen one chunk at a time. Using a pre-posttest design, 29 Japanese secondary school students underwent the CRST intervention (treatment group), while 21 students received block-format reading training (control group) in 10 sessions of 15–20 min each. Results from a self-paced reading task showed that the treatment group significantly improved their word chunking skills in the posttest, whereas the control group did not. These findings suggest that CRST has the potential to enhance word chunking skills among Japanese English learners and shed light on the pedagogical implications of the Chunk-and-Pass model.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X2400277X/pdfft?md5=47a4cb83d61c4b329a64383624418386&pid=1-s2.0-S0346251X2400277X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311057","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

A narrative inquiry into EFL tutors’ career trajectories through social cognitive career theory 通过社会认知职业理论对英语教师职业轨迹的叙事研究

IF 4.9 1区文学

System Pub Date : 2024-09-20 DOI: 10.1016/j.system.2024.103489

{"title":"A narrative inquiry into EFL tutors’ career trajectories through social cognitive career theory","authors":"","doi":"10.1016/j.system.2024.103489","DOIUrl":"10.1016/j.system.2024.103489","url":null,"abstract":"<div><p>Despite the prevalence of English private tutoring (EPT) in EFL contexts, scant literature has focused on its tutors’ career experiences. This narrative study, underpinned by social cognitive career theory (SCCT), inquiries into the career trajectories of three EFL tutors in Mainland China. Data were mainly collected through three rounds of narrative interviews. Tutors’ photos representing significant career moments supplemented the interview data. Based on their narratives, these participants experienced ‘zigzag’ career trajectories that featured frequent turnovers, lengthy work gaps, and identity shifts from institutional tutors to start-up owners. Informed by SCCT, this study unveils that tutors’ career trajectories were shaped by their self-efficacy beliefs associated with personal attributes and prior experiences. Tutors’ trajectories were also shaped by their outcome expectations from material and social perspectives, and contextual influences, including personal opportunities and barriers, institutional management, and socio-political factors like the ongoing ‘Double Reduction’ policy. These findings are discussed in order to inform other tutors to visualize and organize their career development within the context of policy constraints and, furthermore, offer implications for tutorial institutions to retain tutors for instructional consistency. This inquiry also demonstrates the potential to apply the SCCT model to understanding teachers’ career development in the ‘shadow education’ context.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272925","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 : 2024-09-20 DOI: 10.1016/j.system.2024.103491

引用次数: 0

The predictive value of gaze behavior and mouse-clicking in testing listening proficiency: A sensor technology study 凝视行为和鼠标点击在听力水平测试中的预测价值：传感器技术研究

IF 4.9 1区文学

System Pub Date : 2024-09-19 DOI: 10.1016/j.system.2024.103440

引用次数: 0

Fostering self-regulated learning-focused feedback: Getting preservice teachers prepared 促进以反馈为重点的自我调节学习：让职前教师做好准备

IF 4.9 1区文学

System Pub Date : 2024-09-18 DOI: 10.1016/j.system.2024.103483

{"title":"Fostering self-regulated learning-focused feedback: Getting preservice teachers prepared","authors":"","doi":"10.1016/j.system.2024.103483","DOIUrl":"10.1016/j.system.2024.103483","url":null,"abstract":"<div><p>Since self-regulated learning (SRL) has been integrated into educational objectives, it is crucial for EFL teachers to incorporate SRL elements, such as feedback, into their instructional practices. Given the inherent complexity of the feedback process and the challenges associated with changing in-service teachers' feedback focus, developing preservice teachers’ literacy at the beginning of their professional careers is essential. To investigate the extent to which preservice teachers can generate multifocus feedback incorporating an SRL element, this study analyses the feedback categories generated by 286 preservice teachers and examines the underlying factors that influence their feedback choices using a mixed-methods approach. The feedback pattern analysis revealed that, despite recognizing the importance of SRL, preservice teachers struggled with creating multiple feedback entries supporting SRL. An investigation into SRL-focused feedback patterns and their influencing factors suggested several ways to embed SRL into the core of teacher feedback. These include building teacher beliefs to cultivate collegial resources, constructing a databank of feedback comments on SRL activities to facilitate feedback provision, and examining learner differences to craft individualized feedback. The conclusion summarizes the implications for future feedback studies, outlining an agenda for further research in this area.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142242886","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