System最新文献 - Book学术

The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course 在英语听力课程中，自我认知的学习需求对自我调节学习和学习成果的影响

IF 4.9 1区文学

System Pub Date : 2024-11-02 DOI: 10.1016/j.system.2024.103503

Hongwen Cai, Qian Yu

{"title":"The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course","authors":"Hongwen Cai, Qian Yu","doi":"10.1016/j.system.2024.103503","DOIUrl":"10.1016/j.system.2024.103503","url":null,"abstract":"<div><div>The present study explored how students’ self-perceived learning needs affected their self-regulated learning and academic achievements in an EFL listening course. The study was conducted at a stage when the intended learning objectives focused on word and phrase recognition, involving 87 Chinese college students. Self-perceived learning needs were quantified through a questionnaire, immediate learning outcomes were measured through quizzes in the course of the study, and academic achievements were measured at the beginning and end of the study. Path models that hypothesized different structural relationships among the variables were compared. The results revealed that the full effect of self-perceived learning needs on immediate outcomes could be decomposed into an indirect negative effect and a direct positive effect, attributed respectively to the descriptive and evaluative components of self-perception. The effect of self-perceived learning needs on final outcomes was mediated by immediate outcomes. Besides, qualitative evidence from six participants’ learning journals indicated that students who over-estimated their learning needs engaged more actively in the intended learning objectives, in line with the direct positive effect of self-perception on immediate outcomes. The study highlighted extra awareness of one’s learning needs as an enhancer of self-regulated learning and learning outcomes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573344","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 different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence 不同会话生成式人工智能聊天机器人对 EFL 学习者的影响：对交流意愿、外语口语焦虑和自我认知交际能力的分析

IF 4.9 1区文学

System Pub Date : 2024-10-31 DOI: 10.1016/j.system.2024.103533

Chenghao Wang , Bin Zou , Yiran Du , Zixun Wang

{"title":"The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence","authors":"Chenghao Wang , Bin Zou , Yiran Du , Zixun Wang","doi":"10.1016/j.system.2024.103533","DOIUrl":"10.1016/j.system.2024.103533","url":null,"abstract":"<div><div>Based on the Interaction Hypothesis, the study investigates the impact of different conversational Generative Artificial Intelligence (GenAI) chatbots on English as a Foreign Language (EFL) learners’ willingness to communicate (WTC), foreign language speaking anxiety (FLSA), self-perceived communicative competence (SPCC) and speaking performance. Three groups of Chinese undergraduate students were recruited: a control group (CG, <em>N</em> = 33) and two experimental groups (EG1, <em>N</em> = 33; EG2, <em>N</em> = 33). The CG interacted with the teacher and classmates during the speaking class. In contrast, EG1 interacted with a text- and voice-based conversational GenAI chatbot called <em>Typebot</em>, while EG2 engaged with a conversational GenAI chatbot that featured both text and voice interaction along with human-like avatars named <em>D-ID Agent</em>. Quantitative analysis using multilevel modelling revealed that EG2 showed significant improvements in WTC and SPCC and a notable reduction in FLSA levels compared to CG. However, the pre- and post-speaking test results showed no significant differences in speaking performance across the groups. Qualitative data from semi-structured interviews supported these findings, highlighting the immersive learning experience and emotional support provided by the human-like avatars. These results suggest that visually embodied GenAI chatbots can effectively enhance the emotional experience during the language learning. The study provides practical insights for language educators on integrating GenAI technologies in language teaching, emphasising the benefits of human-like avatars in fostering a more engaging and supportive learning environment.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142587085","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

Creativity and the linguistic features of argumentative and narrative written task performance 创造性与议论性和叙事性书面任务的语言特点

IF 4.9 1区文学

System Pub Date : 2024-10-30 DOI: 10.1016/j.system.2024.103531

Judit Kormos , Shungo Suzuki

引用次数: 0

Pragmatic competence as linguistic adaptation: Adapting linguistic resources to different listener reactions 作为语言适应的语用能力：根据听者的不同反应调整语言资源

IF 4.9 1区文学

System Pub Date : 2024-10-30 DOI: 10.1016/j.system.2024.103509

Naoko Taguchi , Júlia Barón

{"title":"Pragmatic competence as linguistic adaptation: Adapting linguistic resources to different listener reactions","authors":"Naoko Taguchi , Júlia Barón","doi":"10.1016/j.system.2024.103509","DOIUrl":"10.1016/j.system.2024.103509","url":null,"abstract":"<div><div>This study investigated L2 English speakers’ ability to adjust their pragmalinguistic strategies in response to different reactions coming from their imagined interlocutor. Participants were 65 speakers of L2 English who had different degrees of general proficiency and language use experience (beginning, advanced, and professional-level) and who were living in a non-English speaking country (Spain). All participants completed a computerized video-based role-play task individually, in which they produced a request or an apology directed to their interlocutor in pre-recorded videos. The interlocutor accepted their request or apology, but the manner of acceptance varied—positive or less positive. In the positive condition, the interlocutor appeared happy, while in the less positive condition, they looked slightly annoyed as shown by their facial expressions and hesitant manner of speaking. Results showed that higher-proficiency participants, especially those who had professional-level experience in English, tended to use different pragmalinguistic strategies corresponding to different reactions coming from their interlocutor.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553440","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 grass is not always greener: Teacher vs. GPT-assisted written corrective feedback 草并不总是更绿：教师与 GPT 辅助书面纠正反馈的对比

IF 4.9 1区文学

System Pub Date : 2024-10-29 DOI: 10.1016/j.system.2024.103529

Shiming Lin, Peter Crosthwaite

{"title":"The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback","authors":"Shiming Lin, Peter Crosthwaite","doi":"10.1016/j.system.2024.103529","DOIUrl":"10.1016/j.system.2024.103529","url":null,"abstract":"<div><div>Written Corrective Feedback (WCF) is a crucial pedagogical practice where teachers annotate student writing to correct errors and improve language skills, albeit one that is time-consuming and laborious for large classes or under time constraints. However, the advent of advanced generative artificial intelligence and large language models, specifically ChatGPT, has introduced new possibilities for automating such educational tasks. GPT models with their transformer architecture and self-attention mechanism can perform complex natural language tasks including assisting teachers in providing WCF. This study compares the WCF produced by teachers and ChatGPT, examining their respective capabilities while identifying differences in their feedback practice. Findings reveal teacher provided WCF typically involves a consistent combination of direct correction and indirect feedback forms addressing both local and global issues, albeit with a degree of inaccuracy. ChatGPT-assisted WCF tends to be in the form of metalinguistic feedback and/or reformulation of the original text. However, GPT also frequently varies in its entire approach to WCF provision even when using the same prompt on the same text, while also providing grammatically accurate yet redundant WCF in certain cases. We discuss the implications of these findings for L2 writing practice.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560914","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

Independent corpus consultation for collocation use in academic writing by L2 graduate students 针对第二语言研究生在学术写作中使用搭配的独立语料库咨询

IF 4.9 1区文学

System Pub Date : 2024-10-28 DOI: 10.1016/j.system.2024.103515

Yuanfang Hua , Xiaofei Lu , Qian Guo

{"title":"Independent corpus consultation for collocation use in academic writing by L2 graduate students","authors":"Yuanfang Hua , Xiaofei Lu , Qian Guo","doi":"10.1016/j.system.2024.103515","DOIUrl":"10.1016/j.system.2024.103515","url":null,"abstract":"<div><div>This study investigates the extent to which second language (L2) graduate students’ collocation use in academic writing improves with the independent use of a corpus tool, by analyzing the writing assignments of 115 Chinese EFL graduate students from an academic English course. The experimental group (N = 73) received brief in-class training on the use of a corpus tool developed for collocation use (Linggle) and was required to use it for their two homework assignments, whereas the control group (N = 42) was not made aware of the tool before their homework submission. The mean mutual information (MI) scores of the collocations used in the two writing assignments were compared between the experimental and control groups to evaluate the effect of independent corpus consultation (ICC). Overall, the results showed a marginally higher mean MI score for the experimental group, and the differences varied by collocation type. Survey results further revealed that fewer than 40% of the participants frequently used the tool, and the participants reported difficulties in using the query syntax, understanding corpus results, and maintaining technical access to the tool. Our findings have useful pedagogical implications for considering independent corpus consultation as a supplementary tool for academic English instruction.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533767","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

Raising the (meta)pragmatic awareness of non-native pre-service teachers of L2 Italian with a telecollaborative data-driven learning project on formal email writing 通过关于正式电子邮件写作的远程协作数据驱动学习项目，提高母语为非第二语言意大利语的职前教师的（元）实用意识

IF 4.9 1区文学

System Pub Date : 2024-10-22 DOI: 10.1016/j.system.2024.103518

Elena Nuzzo , Nicola Brocca

{"title":"Raising the (meta)pragmatic awareness of non-native pre-service teachers of L2 Italian with a telecollaborative data-driven learning project on formal email writing","authors":"Elena Nuzzo , Nicola Brocca","doi":"10.1016/j.system.2024.103518","DOIUrl":"10.1016/j.system.2024.103518","url":null,"abstract":"<div><div>This study aims to determine whether a data-driven learning approach in a telecollaborative setting can effectively aid in the preparation of non-native pre-service teachers (PSTs) of Italian concerning pragmatic aspects of the target language. The study outlines a 4-week telecollaboration module focusing on formal email writing, involving eight PSTs at an Austrian university paired with Italian students. The participants were asked to analyze specific parts of emails written by native and non-native speakers and plan a lesson. The data analyzed came from questionnaires as well as from materials produced during the module itself. Ten Italian university professors offered baseline data. Descriptive statistics and qualitative content analysis were employed. The results indicate, on one hand, a small but significant improvement in the PSTs' understanding of target pragmatic phenomena after the intervention. On the other hand, not all the teaching strategies suggested in the module were fully grasped for potential future use by the PSTs. However, there is some evidence of PSTs’ autonomy in investigating, analyzing, and reflecting on pragmatic issues, offering a promising approach to enhancing teacher training in pragmatics.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533766","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

How are personality factors connected to EFL learners’ oral performance? A psychological network analysis 人格因素与英语学习者的口语表现有何联系？心理网络分析

IF 4.9 1区文学

System Pub Date : 2024-10-22 DOI: 10.1016/j.system.2024.103516

Jeong-eun Kim, Yohan Hwang

引用次数: 0

From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement 从成长心态到 L2 学习的积极成果：研究自主动机和参与的中介作用

IF 4.9 1区文学

System Pub Date : 2024-10-21 DOI: 10.1016/j.system.2024.103519

Yan Jiang , Lili Tian , Nigel Mantou Lou

{"title":"From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement","authors":"Yan Jiang , Lili Tian , Nigel Mantou Lou","doi":"10.1016/j.system.2024.103519","DOIUrl":"10.1016/j.system.2024.103519","url":null,"abstract":"<div><div>From a positive psychology perspective, adopting a growth mindset in language learning cultivates positive learning goals and sustains motivational drive. However, the extent to which these motivational benefits translate into tangible language learning outcomes remains controversial. Drawing from the language learning motivational process model, this study investigates the predictive power of growth language mindset on second language (L2) achievement and the mediating role of autonomous motivation and engagement. High-school English language learners in China (<em>n</em> = 486) completed mindset, motivation, and engagement questionnaires, and we retrieved their subsequent English test scores. The results suggested that growth language mindset positively, albeit weakly, predicted subsequent L2 achievement (<em>r</em> = 0.17). Further, autonomous motivation and engagement sequentially mediated the link between growth language mindset and L2 achievement. Engagement also acted as an independent mediator (although this was not the case for autonomous motivation). The study provides theoretical insights into the mechanisms through which growth language mindset can positively impact L2 learning, and identifies practical pedagogical implications for L2 classrooms.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553439","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

En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs 走向研究型教师之路？中国大学EFL教师在专业博士项目中的跨界研究

IF 4.9 1区文学

System Pub Date : 2024-10-16 DOI: 10.1016/j.system.2024.103514

Jie Bao , Guangwei Hu , Dezheng Feng (William)

{"title":"En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs","authors":"Jie Bao , Guangwei Hu , Dezheng Feng (William)","doi":"10.1016/j.system.2024.103514","DOIUrl":"10.1016/j.system.2024.103514","url":null,"abstract":"<div><div>Drawing upon the theoretical framework of learning and identity work through boundary crossing, this study examined how Chinese university English-as-a-foreign-language (EFL) teachers negotiated their researcher-teacher identities through attending professional doctoral programs in education and applied linguistics. Adopting a case study design, data were collected through narrative frames and follow-up interviews with eight participants, with journal entries and other documents drawn on as additional data. Analysis of the data revealed four distinctive trajectories of identity development: <em>from intuitive teacher to rigorous teacher</em>, <em>from passive follower to critical inquirer</em>, <em>from idealistic researcher-teacher to qualified researcher first</em>, and <em>from EFL teacher to EFL academic</em>. In general, while boundary crossing in professional doctoral programs facilitated the participants' progression towards a researcher-teacher identity, the construction of the teaching-research nexus in the participants' professional work followed a non-linear route and took variegated forms. The study thus yielded insights into the complexities of teachers’ navigation of the teaching-research nexus through doctoral education. Based on the findings, <em>research-mindset-informed practice</em> is proposed as an alternative approach to the teaching-research nexus that complements previous approaches such as <em>evidence-based practice</em> and <em>practice-based research</em>.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533764","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