System最新文献 - Book学术

IF 4.9 1区文学

System Pub Date : 2025-07-15 DOI: 10.1016/j.system.2025.103781

Banban Li, Mengge Chen

引用次数: 0

Developing the CLIL teacher assessment literacy inventory 开发CLIL教师素养评估量表

IF 4.9 1区文学

System Pub Date : 2025-07-12 DOI: 10.1016/j.system.2025.103776

Jieting Jerry Xin, Yuen Yi Lo

引用次数: 0

Cognitive processing in simultaneous interpreting with synchronous captioning: An eye-tracking study of Chinese head-final noun phrases with varied dependency distances 同步字幕同声传译的认知加工：不同依赖距离的汉语头尾名词短语眼动追踪研究

IF 4.9 1区文学

System Pub Date : 2025-07-12 DOI: 10.1016/j.system.2025.103761

Meng Du, Binhua Wang

{"title":"Cognitive processing in simultaneous interpreting with synchronous captioning: An eye-tracking study of Chinese head-final noun phrases with varied dependency distances","authors":"Meng Du, Binhua Wang","doi":"10.1016/j.system.2025.103761","DOIUrl":"10.1016/j.system.2025.103761","url":null,"abstract":"<div><div>Grounded in the pedagogical goals of interpreting training, this study explores the impact of automatic speech recognition technology on cognitive processing in simultaneous interpreting, specifically, how trainee interpreters handle Chinese head-final noun phrases with varying dependency distances, i.e., how they navigate syntactic asymmetry between Chinese and English and capture information focus in simultaneous interpreting with synchronous captioning, with particular emphasis on the effects of highlighting head nouns and dependency distance variations. To examine these factors, an eye-tracking experiment involving 30 Chinese trainee interpreters was conducted, where participants interpreted a speech which contained 16 experimental sentences with controlled dependency distances in noun phrases featuring head nouns highlighted within the captions, in comparison with 16 control sentences without highlighted head nouns. Eye movements in the interpreting process and interpreting performances were analysed. The results indicate that head noun highlighting enhances cognitive processing and information completeness during simultaneous interpreting by facilitating deeper reprocessing and comprehension, particularly for sentences with longer dependency distances. The study reveals that highlighting head nouns lowers omission rates and encourages more structured interpreting output, like prepositional phrases or relative clauses, depending on the dependency distance. Without highlighting, interpreting output tends to be more flexible but less accurate due to incomplete information rendering. These findings underscore the potential of incorporating visual aids, such as head noun highlighting, into interpreter training programs to enhance accuracy and cognitive resource management.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103761"},"PeriodicalIF":4.9,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144606094","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 effects of task sequencing on L2 oral performance from the perspective of the SSARC model 从SSARC模型的角度探讨任务排序对二语口语表现的影响

IF 4.9 1区文学

System Pub Date : 2025-07-12 DOI: 10.1016/j.system.2025.103777

Qiuli Chen , Yuanhua Xie , Diyu Liang , Huafeng Wang

{"title":"Exploring the effects of task sequencing on L2 oral performance from the perspective of the SSARC model","authors":"Qiuli Chen , Yuanhua Xie , Diyu Liang , Huafeng Wang","doi":"10.1016/j.system.2025.103777","DOIUrl":"10.1016/j.system.2025.103777","url":null,"abstract":"<div><div>Task sequencing in Task-Based Language Teaching has gained increasing attention in the realm of L2 acquisition. But little research has been done on the role of task sequencing in L2 oral performance within the framework of the SSARC model. Thus, this study investigated the effects of task sequencing manipulated from both resource-directing (±number of elements) and resource-dispersing (±planning time) dimensions on L2 oral performance. Ninety-nine Chinese EFL participants were assigned to three groups: simple-to-complex (StC), complex-to-simple (CtS), and task repetition (TR). the Mann-Whitney <em>U</em> test and MANOVA analysis were conducted on the data of pretest, treatment and post-test tasks, and revealed the following results: 1) CtS sequence resulted in better complexity and accuracy of L2 oral performance than StC sequence, but StC sequence produced better fluency than its counterpart; 2) both StC and CtS sequences enhanced syntactic complexity compared with TR, while TR promoted lexical complexity and fluency; 3) both sequences and task repetition induced moderate learning in syntactic and lexical complexity and fluency, while CtS sequence brought about a slight improvement in accuracy. These findings shed new light on the role of task sequencing in promoting L2 oral learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103777"},"PeriodicalIF":4.9,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605908","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 latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy 二语学生情绪智力及其与写作反馈素养的关系分析

IF 4.9 1区文学

System Pub Date : 2025-07-11 DOI: 10.1016/j.system.2025.103773

Zaibo Long, Ran Zhu

{"title":"A latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy","authors":"Zaibo Long, Ran Zhu","doi":"10.1016/j.system.2025.103773","DOIUrl":"10.1016/j.system.2025.103773","url":null,"abstract":"<div><div>Previous research has highlighted the critical role of the affective dimension in shaping L2 student writing feedback literacy; however, limited attention has been given to how emotional intelligence (EI), conceptualized as a constellation of emotion-related self-perceptions and dispositions, influences L2 student writers' feedback literacy. To fill this gap, this study investigated the relationship between students' EI and L2 writing feedback literacy by exploring how different EI patterns relate to variations in feedback literacy. A sample of 426 students in Chinese higher education institutions was administered the L2 Student Writing Feedback Literacy Scale and the short-form Trait EI Scale. Four EI profiles were identified through latent profile analysis (LPA): Low Emotionality Group, Average Balanced Group, Moderately Low Emotionality Group, and High Stable Group. ANOVA and Welch's Tests revealed significant differences in L2 student writing feedback literacy across most EI profiles. By examining the configuration of dimensions within these profiles, we identified an EI configuration that creates favorable conditions for developing L2 writing feedback literacy in a Chinese higher education context: a combination of lower emotionality, higher well-being, and greater self-control. Implications for L2 writing instruction were discussed based on the findings.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103773"},"PeriodicalIF":4.9,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595490","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 raters’ professional backgrounds on assessing interpreting quality: An exploratory mixed-methods investigation into rater behavior 评判员专业背景对口译质量评估的影响：一项对评判员行为的探索性混合方法调查

IF 4.9 1区文学

System Pub Date : 2025-07-11 DOI: 10.1016/j.system.2025.103772

Yang Li , Xini Liao , Jia Jia

{"title":"Effects of raters’ professional backgrounds on assessing interpreting quality: An exploratory mixed-methods investigation into rater behavior","authors":"Yang Li , Xini Liao , Jia Jia","doi":"10.1016/j.system.2025.103772","DOIUrl":"10.1016/j.system.2025.103772","url":null,"abstract":"<div><div>Rater effects have received long-term scholarly attention in language performance testing. Presumably, distinct rater effect is indispensable from raters' language and professional backgrounds. However, to the best of our knowledge, the current empirical literature on interpreting testing and assessment (ITA) has been under scarce scrutiny of the relevance between rater behavior and varied professional backgrounds. Drawing on the framework of language teacher cognition, the thread of this exploratory study followed a mixed-methods design to investigate behaviors of raters (N = 9) in the context of ITA. The multi-faceted Rasch model (MFRM) yielded quantitative results regarding rater behavior. Notably, five raters who exhibited abnormal rater behaviors, including extreme severity/leniency, self-(in)consistency, and biased ratings, were selected to participate in a stimulated recall. The qualitative insights helped elucidate the connection between inconsistent rater behaviors and their professional backgrounds. The study identified professional backgrounds as a factor contributing to teacher cognition about their assessment behavior. These findings encourage two wide-open avenues for the AI-augmented ITA research across different raters' identities and the research on raters’ digital competence of using AI in ITA.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103772"},"PeriodicalIF":4.9,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595489","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 efficacy of ChatGPT-4 feedback in second language Spanish writing 探讨ChatGPT-4反馈在第二语言西班牙语写作中的效果

IF 4.9 1区文学

System Pub Date : 2025-07-09 DOI: 10.1016/j.system.2025.103771

Dimaris Barrios-Beltran

{"title":"Exploring the efficacy of ChatGPT-4 feedback in second language Spanish writing","authors":"Dimaris Barrios-Beltran","doi":"10.1016/j.system.2025.103771","DOIUrl":"10.1016/j.system.2025.103771","url":null,"abstract":"<div><div>Feedback is essential in language learning, helping students refine their work, build confidence, and develop autonomy. This is especially crucial in the second language (L2) classroom, where timely and targeted input is important for guiding progress. Artificial Intelligence (AI) tools such as ChatGPT-4 have recently gained attention for their potential to enhance this process. This qualitative study examines the use of AI-generated feedback to support writing development among advanced Spanish learners, drawing on thematic analysis of questionnaire responses, writing revisions, and students' reflections. It also explores how AI can complement traditional instructor input by supporting targeted revisions, fostering metacognitive reflection, and enhancing learner agency through critical engagement with feedback. Participants completed pre- and post-treatment questionnaires and a formal writing task, receiving constructive input from both their instructor and ChatGPT-4 before revising their drafts. The AI tool delivered detailed, rubric-aligned feedback across five areas: argumentation, linguistic concepts, research and analysis, grammar and language, and structure and formality. Although students appreciated the efficiency and structure of AI-generated guidance, they consistently valued the personalized, context-sensitive feedback provided by their instructor. Findings highlight generative AI's potential to enhance early-stage drafting by offering immediate and concrete guidance. Still, students expressed skepticism about AI's role in language learning and voiced ethical concerns—including overreliance, uncertainty about how their personal data would be used, a lack of clear institutional policies, and risks related to plagiarism. These insights emphasize the importance of integrating AI literacy into educational practice to ensure these tools are employed critically, ethically, and effectively.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103771"},"PeriodicalIF":4.9,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579579","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

Narrative analysis of English language learning in intra-national migration in Korea: A case study on the development of academic literacy 韩国国内移民中英语学习的叙事分析：以学术素养发展为例

IF 4.9 1区文学

System Pub Date : 2025-07-08 DOI: 10.1016/j.system.2025.103767

Eunhae Cho

{"title":"Narrative analysis of English language learning in intra-national migration in Korea: A case study on the development of academic literacy","authors":"Eunhae Cho","doi":"10.1016/j.system.2025.103767","DOIUrl":"10.1016/j.system.2025.103767","url":null,"abstract":"<div><div>This study uses narrative analysis to investigate the ontogenesis of one language learner's understanding of his own experiences. The subject of the study, a Korean college student, demonstrates a development in his understanding of language. Initially, he perceived language as a numerical score, but he gradually came to value it as a tool for conveying meaning, then ultimately reverted to a score-centered perspective. Employing reflective language learning journals and interviews over 16 weeks, this study examines the role of self-reflection in his evolving understanding of language and its learning. Using Vygotsky's frameworks of lived experience, which take cognition and emotion in dialectical unity to push development forward, this study reveals the impact of emotional responses, often triggered by regional disparities in educational resources, on the student's language learning and on his strategies for coping and mastering study skills. As the student navigates language learning while shuttling between two geographic realities, these emotional responses influence both his learning and his educational and occupational choices. By illuminating the intricate socially constructed emotional aspects intertwined with language learning, this research underscores the crucial role emotions play in language acquisition and overall personal growth.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103767"},"PeriodicalIF":4.9,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579578","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

Unpacking the relationship between achievement goals, grit and engagement among Chinese university students: variable- and person-centered approaches 解读中国大学生成就目标、毅力和投入之间的关系：变量和以人为本的方法

IF 4.9 1区文学

System Pub Date : 2025-07-08 DOI: 10.1016/j.system.2025.103766

Gang Yang, Jiayi Liu

{"title":"Unpacking the relationship between achievement goals, grit and engagement among Chinese university students: variable- and person-centered approaches","authors":"Gang Yang, Jiayi Liu","doi":"10.1016/j.system.2025.103766","DOIUrl":"10.1016/j.system.2025.103766","url":null,"abstract":"<div><div>Engagement is pivotal in EFL learning, yet how achievement goals and grit are associated with EFL learners’ engagement remains understudied. This study investigates the associations between achievement goals and engagement via two components of grit, in particular perseverance of effort and consistency of interest. 832 tertiary students from 20 Chinese universities participated in the questionnaire survey using a convenience sampling method. Data analysis was conducted using both variable-centered (structural equation modeling, SEM) and person-centered (latent profile analysis, LPA) approaches. The SEM results revealed a positive association between mastery and performance-approach goals and engagement, mediated by grit facets. Interestingly, the relationship between performance-avoidance goals and engagement was mediated solely by consistency of interest. LPA classified students into three unique profiles according to their achievement goals and grit levels: <em>Motivated and Gritty</em>, <em>Moderately Motivated and Gritty</em>, and <em>Amotivated and Inconsistent</em>. Notably, the <em>Motivated and Gritty</em> group exhibited the most favorable outcomes and the <em>Amotivated and Inconsistent</em> group the least. As this study is correlational in nature, no causal inferences can be drawn. The study also explores the theoretical and practical implications of these findings for advancing in-depth research and optimizing teaching effectiveness.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103766"},"PeriodicalIF":4.9,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570668","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

How social support contributes to self-efficacy and learning achievement: A validation study of secondary EFL learners 社会支持对自我效能感和学习成就的影响：对中学英语学习者的验证性研究

IF 4.9 1区文学

System Pub Date : 2025-07-07 DOI: 10.1016/j.system.2025.103770

Sha Luo , Zhengdong Gan

引用次数: 0