System最新文献 - Book学术

Investigating the dynamic relationship of lexical and syntactic complexity in L2 writing across proficiency levels: A CDST-inspired study

IF 4.9 1区文学

System Pub Date : 2025-04-11 DOI: 10.1016/j.system.2025.103678

Jinlu Liu , Ming Wu , Haitao Liu

{"title":"Investigating the dynamic relationship of lexical and syntactic complexity in L2 writing across proficiency levels: A CDST-inspired study","authors":"Jinlu Liu , Ming Wu , Haitao Liu","doi":"10.1016/j.system.2025.103678","DOIUrl":"10.1016/j.system.2025.103678","url":null,"abstract":"<div><div>This study examines the development of lexical and syntactic complexity in L2 writing across five proficiency levels (ST2-ST6) of Chinese EFL learners. Analyzing 3423 essays from the Chinese Learner English Corpus (2003), we employed the Moving-Average Type-Token Ratio and Mean Dependency Distance to measure lexical and syntactic complexity, respectively. Results revealed significant, though non-linear, increase in both measures across proficiency levels. Syntactic complexity showed consistent growth, while lexical complexity plateaued at intermediate levels. A dynamic relationship analysis indicated periods of compensatory growth between lexical and syntactic complexity, particularly at lower proficiency levels. A combined complexity measure demonstrated an overall linear trend with significant non-linear components. These findings, interpreted through the lens of Complex Dynamic Systems Theory, suggest that L2 writing development involves intricate, sometimes competitive interactions between different levels of language proficiency. The study's outcomes have implications for language pedagogy, particularly in informing stage-appropriate instructional strategies and multi-dimensional assessment practices.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103678"},"PeriodicalIF":4.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143817314","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

Examining the association between teacher support and commitment as well as willingness to communicate in Chinese college students: The sequential mediation role of growth language mindset and enjoyment

IF 4.9 1区文学

System Pub Date : 2025-04-09 DOI: 10.1016/j.system.2025.103674

Wei Yin , Xinyue Zhang , Kehan Ji

{"title":"Examining the association between teacher support and commitment as well as willingness to communicate in Chinese college students: The sequential mediation role of growth language mindset and enjoyment","authors":"Wei Yin , Xinyue Zhang , Kehan Ji","doi":"10.1016/j.system.2025.103674","DOIUrl":"10.1016/j.system.2025.103674","url":null,"abstract":"<div><div>Building on the growing interest in exploring the comprehensive mechanisms linking social context, personality factors, and emotions in relation to academic achievement, this study constructed a chain mediation model to examine the relationships among teacher support, growth language mindset, emotion, commitment to active learning, and willingness to communicate in the second language (L2 WTC). Data were collected from 880 undergraduate students through questionnaires. The results revealed the following: (1) Teacher support, including emotional, academic, and technology support, as well as growth language mindset, were positively and significantly associated with enjoyment. (2) Growth language mindset and enjoyment positively predicted both commitment to active learning and L2 WTC. (3) Teacher support did not directly predict commitment to active learning or L2 WTC but influenced these outcomes indirectly. Specifically, it predicted commitment to active learning through the serial mediation of growth language mindset and enjoyment and predicted L2 WTC through the mediating effect of growth language mindset. Based on these findings, teachers are encouraged to optimize course content, employ strategies like humor to foster emotional resonance and positive teacher-student relationships, and harness a range of technological tools to effectively promote students’ active learning commitment and L2 WTC.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103674"},"PeriodicalIF":4.9,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143800040","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

Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and learning behaviours

IF 4.9 1区文学

System Pub Date : 2025-04-07 DOI: 10.1016/j.system.2025.103671

Yin Yang, Yanjie Song, Jiahao Yan, Qing Ma

{"title":"Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and learning behaviours","authors":"Yin Yang, Yanjie Song, Jiahao Yan, Qing Ma","doi":"10.1016/j.system.2025.103671","DOIUrl":"10.1016/j.system.2025.103671","url":null,"abstract":"<div><div>This paper proposes and evaluates an innovative pedagogical design using Vocab+, a mobile app with a self-regulation scheme to support self-regulated vocabulary learning (SRVL) of 86 Grade-4 Chinese students and bridge classroom and real-life learning. The participants were from two classes from a school in Eastern China and were randomly assigned to the experimental or the control group. Both groups were taught by the same teacher, but Vocab+ was only integrated into the pedagogical design for the experimental group. A mixed-method research approach was employed. Data collection included pre- and post-vocabulary tests, pre- and post-questionnaires on enjoyment, and students' log data on Vocab+. Quantitative analysis was conducted to assess the impacts of the proposed pedagogical design using Vocab + on students' SRVL outcomes and enjoyment. An epistemic network analysis (ENA) was also performed to explore the evolution of co-occurrences of SRVL behaviours over time. The results showed that the Vocab + condition significantly enhanced the students' learning outcomes and increased their enjoyment by effectively bridging the gap between classroom and real-life learning. The ENA results indicated changes in SRVL patterns in learning activities facilitated by Vocab+. These findings’ implications for SRVL pedagogical design and future research are discussed in this paper.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103671"},"PeriodicalIF":4.9,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785390","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

Modeling the associations between L2 grit, foreign language enjoyment, and student engagement among Chinese EFL English-major learners: A control-value theory perspective

IF 4.9 1区文学

System Pub Date : 2025-04-07 DOI: 10.1016/j.system.2025.103679

Minlin Zou , Mostafa Azari Noughabi , Caixia Peng

{"title":"Modeling the associations between L2 grit, foreign language enjoyment, and student engagement among Chinese EFL English-major learners: A control-value theory perspective","authors":"Minlin Zou , Mostafa Azari Noughabi , Caixia Peng","doi":"10.1016/j.system.2025.103679","DOIUrl":"10.1016/j.system.2025.103679","url":null,"abstract":"<div><div>Learning a new language is an intricate and long-term endeavor, fraught with numerous possible obstacles, which needs learners' engagement. Concurrent with the positive psychology of language learners, it is crucial to delve into the role of learners' positive personality features and emotions (e.g., grit, positive emotions) in their engagement. However, there is a scarcity of research on the mediating role of foreign language enjoyment (FLE) in the relationship between English-major students' L2 grit and their engagement in second language (L2) learning processes. By utilizing the control-value theory and structural equation modeling approach, this study seeks to explore the impact of L2 grit components (i.e., the consistency of interest and perseverance of effort) and FLE on the engagement of Chinese undergraduates (<em>N</em> = 217) majoring in English in an EFL context. The results indicated that <strong>1)</strong> perseverance of effort and the FLE had a significantly positive and direct influence on student engagement; <strong>2)</strong> perseverance of effort had a notably positive and direct effect on FLE, while consistency of interest did not affect learners' FLE; <strong>3)</strong> consistency of interest had a slightly positive and direct effect on student engagement; and <strong>4)</strong> perseverance of effort had a positive and indirect influence on student engagement, partially mediated by FLE, whereas FLE did not mediate the link between consistency of interest and student engagement. These results offer educational insights for improving students’ engagement in the language learning process.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103679"},"PeriodicalIF":4.9,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785388","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

Centering English as a foreign language (EFL) teachers’ research skills to enhance their teaching practice: An examination of a teacher education program in Mexico

IF 4.9 1区文学

System Pub Date : 2025-04-06 DOI: 10.1016/j.system.2025.103677

Irasema Mora-Pablo , Melanie González

{"title":"Centering English as a foreign language (EFL) teachers’ research skills to enhance their teaching practice: An examination of a teacher education program in Mexico","authors":"Irasema Mora-Pablo , Melanie González","doi":"10.1016/j.system.2025.103677","DOIUrl":"10.1016/j.system.2025.103677","url":null,"abstract":"<div><div>The primary objective of this study was to investigate the mutually beneficial association between research and practice in a teacher education program. The study emphasized the significance of incorporating instructional evidence into the training and professional growth of 10 in-service teachers who conducted action research as part of a class called “Reflection and contextualization in the teaching of English” in a BA in English language teaching in Mexico. There were two primary components to the study. First, a teaching component entailed integrating theoretical and practical material concerning what to observe and how to prioritize the information derived from observation to promote instructor development. Second, a research component employed teacher noticing practices to investigate how and in what ways teachers recognize patterns in their EFL classrooms, whether explicitly or implicitly in order to assemble a more robust self-observational model. Through stimulated recall analyses of video-recordings of participants’ lesson delivery, and post-delivery interviews, this study explored the journey that participants took in sharpening their habits of noticing to complete their action research projects. The results show that the nexus between research and practice in teacher education programs is of utmost importance to promote reflective practices and changes in the teaching practice. While conducting their action research projects and participating in the stimulated recall sessions pre/in-service teachers gained insight because these sessions enabled them to describe their teaching practices more effectively and make necessary changes with a more informed perspective on their own classes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103677"},"PeriodicalIF":4.9,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785389","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 Chinese university students’ motivation and engagement in English medium instruction: A latent profiling approach

IF 4.9 1区文学

System Pub Date : 2025-04-05 DOI: 10.1016/j.system.2025.103676

Jun Lei, Wenqi Ye

{"title":"Exploring Chinese university students’ motivation and engagement in English medium instruction: A latent profiling approach","authors":"Jun Lei, Wenqi Ye","doi":"10.1016/j.system.2025.103676","DOIUrl":"10.1016/j.system.2025.103676","url":null,"abstract":"<div><div>Students may decide to enroll in English medium instruction (EMI) programs for different reasons, in which they may exhibit different degrees of engagement. Although a sizable body of research has examined students’ motivation and engagement in EMI, it remains unclear how motivation and engagement in EMI may configure differently among different students and whether different profiles of motivation and engagement differ significantly in their emotions and learning outcomes. Drawing on 360 Chinese university students’ responses to a questionnaire survey, this study adopted a person-centered approach (i.e., latent profile analysis) to identify profiles of motivation and engagement in EMI, and differences, if any, in emotions and learning outcomes between the profiles. Four distinct profiles were identified: the “Demotivated and Disengaged”, “Motivated and Engaged”, “Moderately Demotivated and Disengaged”, and “Motivated but Disengaged” groups. About one third of the students were found to be motivated and engaged in EMI, whereas the remaining students were found to be either (moderately) demotivated and disengaged or motivated but disengaged in EMI. EMI students across the four profiles differed significantly in their emotions and learning outcomes. The implications of these findings are discussed with reference to the existing EMI literature.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103676"},"PeriodicalIF":4.9,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776724","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

Teachers as the nexus of theory and practice with multilingual learners: A teacher's journey of becoming

IF 4.9 1区文学

System Pub Date : 2025-04-05 DOI: 10.1016/j.system.2025.103664

Brandon J. Sherman , Annela Teemant , Josh Prada

{"title":"Teachers as the nexus of theory and practice with multilingual learners: A teacher's journey of becoming","authors":"Brandon J. Sherman , Annela Teemant , Josh Prada","doi":"10.1016/j.system.2025.103664","DOIUrl":"10.1016/j.system.2025.103664","url":null,"abstract":"<div><div>In the U.S., the growing population of multilingual learners of English requires that general education teachers develop specialized knowledge and practices to educate these students. However, research on developing rich and equity-minded practices among non-specialist teachers working with multilingual learners remains relatively limited. Even less is understood about how professional learning approaches can assist general education teachers in applying learning theories to benefit multilingual learners. Drawing on evidence from a broader five-year study of professional learning, this qualitative paper examines the dialogic relationship between research and practice across three programs: pedagogical coaching, English language specialist certification, and a nine-credit leadership academy for in-service elementary teachers. Explicitly grounded in critical sociocultural theoretical perspectives, the programs provided teachers with a theory-to-practice toolbox for creating affirming and inclusive classrooms for all/multilingual students. To study the research-practice nexus, we utilized narrative thematic analysis on a coaching conversation and two interviews recorded at three points during one teacher's participation in various professional learning activities. We present the narrative of her growth as a dramatic arc of development, portraying the teacher herself as the nexus of theory and practice, highlighting her transformation into a teacher of multilingual learners, advocate, and critical change agent. The findings illustrate language education research and practice conducted within a longitudinally reciprocal ecology of becoming.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103664"},"PeriodicalIF":4.9,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776725","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

Classroom social environment and positive emotions in Chinese EFL learning: A chain mediation study 课堂社会环境与汉语 EFL 学习中的积极情绪：链式中介研究

IF 4.9 1区文学

System Pub Date : 2025-04-05 DOI: 10.1016/j.system.2025.103666

Xi Zhang , Xiangyun Xu , Huiyuan Wang

{"title":"Classroom social environment and positive emotions in Chinese EFL learning: A chain mediation study","authors":"Xi Zhang , Xiangyun Xu , Huiyuan Wang","doi":"10.1016/j.system.2025.103666","DOIUrl":"10.1016/j.system.2025.103666","url":null,"abstract":"<div><div>Positive emotions serve as a crucial indicator of both well-being and success in second language learning. This study developed a theoretical model to illustrate how classroom social environment, achievement goals and control-value appraisals collectively influence positive emotions, specifically enjoyment and relief, within a Chinese EFL context. A total of 2049 Chinese university students participated in a questionnaire survey. The findings indicated that classroom social environment, mastery-approach goal, and performance-approach goal significantly and positively influenced EFL learners' positive emotions, whereas the performance-avoidance goal had a negative impact. Results also showed that mastery-approach goal and control-value appraisals mediated the relationships between classroom social environment and positive emotions, involving three mediating paths: the mediation of mastery-approach goal, the mediation of control-value appraisals, and the chain mediation of both mastery-approach goal and control-value appraisals. These results elucidated the impact and cognitive mechanisms of classroom social environment on positive emotions among EFL learners, contributing to expanding research on the antecedents of foreign language emotions. Theoretical and practical implications for future research and language education are also presented.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103666"},"PeriodicalIF":4.9,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776721","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

English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective

IF 4.9 1区文学

System Pub Date : 2025-04-04 DOI: 10.1016/j.system.2025.103680

Sezen Arslan

{"title":"English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective","authors":"Sezen Arslan","doi":"10.1016/j.system.2025.103680","DOIUrl":"10.1016/j.system.2025.103680","url":null,"abstract":"<div><div>Despite a growing interest in Artificial Intelligence (AI) integration into English-as-a-foreign language (EFL) teaching, EFL instructors’ perceptions of integrating AI are yet to be explored. This study fills a major gap by investigating EFL instructors' perceived knowledge, skills, and practical use of AI in EFL teaching, as well as their related needs and challenges. 230 EFL instructors across Turkey attended this study. Data were collected through a scale developed for this study and semi-structured interviews. Using the Technological Pedagogical Content Knowledge (TPACK) framework as the theoretical underpinning, this study presents EFL instructors' knowledge gaps. While the scale results revealed that EFL instructors had an average level of self-perceived competence in AI use for EFL teaching, the interview findings showed a lack of knowledge and skills among the instructors. They reported that they needed to improve the technical and pedagogical use of AI. They also mentioned several challenges, including problems with instructors, students, the syllabus, and AI itself. Therefore, based on the findings, practical suggestions are discussed concerning how professional development programs for EFL teachers may be developed to facilitate AI integration. Among them are providing training modules on choosing the relevant AI tools and prompt engineering specifically for EFL contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103680"},"PeriodicalIF":4.9,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807676","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

EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes

IF 4.9 1区文学

System Pub Date : 2025-04-02 DOI: 10.1016/j.system.2025.103670

Yujia Hong , Nadira Saab , Wilfried Admiraal

{"title":"EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes","authors":"Yujia Hong , Nadira Saab , Wilfried Admiraal","doi":"10.1016/j.system.2025.103670","DOIUrl":"10.1016/j.system.2025.103670","url":null,"abstract":"<div><div>Digital gamification has a great potential for enhancing EFL learners' motivation and achievement. A digital gamified class should be the integration of ‘game’ and ‘learning’ aspects. However, most studies on it have been conducted only with the hypothesis of using game elements to improve the student experience, ignoring the role of students' learning needs in the success of digital gamification. The present study employed the Target Needs Analysis Model and used five commonly used game elements in class to investigate university EFL students' learning needs, game element preferences, and the relationship between them, with English writing homework as the application context. Online survey data from 505 EFL learners who have experienced English writing homework in Chinese universities were collected. Through descriptive analysis, their preferred game elements for designing English writing homework were found (competition the most while ranking the least). Five types of learning needs were identified as well, ranging from text types to writing tasks. In addition, the results of the content analysis showed that a small percentage of participants were reluctant to use digital gamification due to unfamiliarity (about 9.4 %) and demotivation (about 3.6 %). Three design principles for gamified English writing were also yielded, that is, instant and personalized feedback, appropriate time pressure, and difficulty levels. Moreover, path analysis and Structural Equation Modeling approaches demonstrated that there was no significant correlation between specific types of game elements and writing needs, although different gamification designs could slightly facilitate the fulfillment of learning needs. Furthermore, we gave both practical implications and recommendations for future research on digital gamification for learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103670"},"PeriodicalIF":4.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747789","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