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Exploring the impact of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns: The mediating role of brain dominance 探索计算机动态评估对反身代词显性和隐性知识的影响：大脑优势的中介作用

IF 4.9 1区文学

System Pub Date : 2024-11-26 DOI: 10.1016/j.system.2024.103537

Hossein Kargar Behbahani , Sedigheh Karimpour

{"title":"Exploring the impact of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns: The mediating role of brain dominance","authors":"Hossein Kargar Behbahani , Sedigheh Karimpour","doi":"10.1016/j.system.2024.103537","DOIUrl":"10.1016/j.system.2024.103537","url":null,"abstract":"<div><div>Dissatisfaction with product-oriented and static forms of assessment led to the emergence of process-oriented testing or dynamic assessment. Learners' involvement in the assessment process can enhance their learning autonomy and help them process linguistic features more deeply. In this regard, this study explored the impacts of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns and the moderating impact of brain dominance among university-level English language learners in Iran. Drawing on Vygotsky's sociocultural theory and employing a quantitative quasi-experimental pretest posttest control group design with two intact classes (N = 62) randomly assigned to experimental and control groups, the rigorous statistical analyses using ANOVAs and t-tests revealed the superior performance of the learners in the experimental group over the control group in both explicit and implicit knowledge on the posttest. As a support for the interface position, our findings highlighted a strong interface between explicit and implicit knowledge. In addition, the study findings indicated that learners with different hemispheric preferences benefitted from computerized dynamic assessment in similar fashions. Practical implications of the study signify how flexible computerized dynamic assessment is to fit different hemispheric tendencies and its affordances and possibilities for inclusive language instruction and the development of both the explicit and implicit knowledge of reflexive pronouns.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103537"},"PeriodicalIF":4.9,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142723507","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

Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications 英语语言教学中的母语主义和跨母语主义：解释、表现和影响

IF 4.9 1区文学

System Pub Date : 2024-11-26 DOI: 10.1016/j.system.2024.103543

Takaaki Hiratsuka

{"title":"Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications","authors":"Takaaki Hiratsuka","doi":"10.1016/j.system.2024.103543","DOIUrl":"10.1016/j.system.2024.103543","url":null,"abstract":"<div><div>To overcome native-speakerism, we must acknowledge the present entanglements we are in, envisage a future that provides unrestricted agencies for all, and so finally release this historical shackle that binds us. Trans-speakerism is an alternative ideology to combat native-speakerism that champions diversity, equity, and inclusion while attempting to validate and empower all stakeholders in ELT—regardless of their speakerhoods. This article undertakes a holistic exploration of native-speakerism and trans-speakerism by researching how these ideologies are understood, observed in practice, and considered to impact the educational and professional lives of students, teachers, and researchers. Via narrative interviews, I gathered data from 26 participants in Japan, consisting of 2 junior high school teachers, 6 senior high school teachers, 7 master's students, 3 PhD students, 3 novice university professors, and 5 veteran university professors. Through an analysis of the data, I unearthed multifaceted interpretations of native-speakerism and trans-speakerism, a plethora of ways they are manifested in practice, and the complex ramifications these have had upon the participants' idiosyncratic identities, contexts, and careers. The findings urge us to adopt trans-speakerism as a catalyst for change within our ELT field. The article concludes by offering practical recommendations and empirical insights for how to do this.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103543"},"PeriodicalIF":4.9,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142723508","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

IF 4.9 1区文学

System Pub Date : 2024-11-26 DOI: 10.1016/j.system.2024.103551

Yuanhua Xie, Huafeng Wang, Lan Wang

引用次数: 0

IF 4.9 1区文学

System Pub Date : 2024-11-23 DOI: 10.1016/j.system.2024.103547

Csaba Z. Szabo, Phat Hong Cao

引用次数: 0

Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities 在荒岛上教英语：小学教师的情感体验和职业认同

IF 4.9 1区文学

System Pub Date : 2024-11-23 DOI: 10.1016/j.system.2024.103553

Su Yon Yim , Sarah Mercer

{"title":"Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities","authors":"Su Yon Yim , Sarah Mercer","doi":"10.1016/j.system.2024.103553","DOIUrl":"10.1016/j.system.2024.103553","url":null,"abstract":"<div><div>Teachers’ emotional lives and their identities are key determinants of how likely they are to stay in the profession and flourish in their professional careers; all of these processes affect how they teach and how learners learn. However, there is a lack of research to understand how these processes specifically affect primary school English teachers. This study examined the emotional experiences and identities of ten English language teachers working in primary schools in South Korea. Data were collected through in-depth, semi-structured interviews and analysed using thematic reflexive analysis. The analysis revealed three main themes: Becoming an island in primary schools, coping with emotional challenges, and distancing oneself from English language teaching. The data show that these primary school teachers, who teach English in Korea, experience marginalisation in sociocultural environments shaped by native-speakerist ideologies. This leads to challenging emotional experiences which affect their identities as English teachers as well as their overall job satisfaction. The findings highlight the importance of teachers feeling valued in their professional roles and suggest that ensuring teachers are esteemed for their work and supported both emotionally and practically is essential for teacher retention.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103553"},"PeriodicalIF":4.9,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142723505","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 transformative role of Positive Psychology in fostering inclusive language education for SEN students 积极心理学在促进有特殊教育需要学生的全纳语言教育中的变革作用

IF 4.9 1区文学

System Pub Date : 2024-11-20 DOI: 10.1016/j.system.2024.103545

Dalia Elleuch

{"title":"The transformative role of Positive Psychology in fostering inclusive language education for SEN students","authors":"Dalia Elleuch","doi":"10.1016/j.system.2024.103545","DOIUrl":"10.1016/j.system.2024.103545","url":null,"abstract":"<div><div>The pursuit of optimizing language teaching/learning has driven educators and researchers to explore innovative approaches that create enriching and appealing environments conducive to learning. However, there remains a gap in addressing language teaching for Special Educational Needs (SEN) students. Building on the Positive Psychology (PP) foundations embedded in EMPATHICS, this review article calls for a PP-geared paradigm shift in language education for SEN students. It explores the impact of PP on language teaching, with a special focus on SEN students. Since the integration of PP principles (equally referred to as PP constructs in the literature) holds the promise of cultivating enriching and effective learning environments, this review aims to design and implement a set of practical strategies for SEN educators to create inclusive and motivating language learning environments. By addressing the unique learning needs of these students based on a theory-informed needs analysis, the current work aspires to shed further light on how positive language learning mindsets and beliefs can enhance the learning experience. Thanks to its innovative principles, PP can profoundly influence SEN learners’ positive emotions, motivation, well-being, and overall learning outcomes, inviting thus both educators and researchers to adopt it as an integrative approach to language teaching.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103545"},"PeriodicalIF":4.9,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142699569","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

Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections 职前教师对通过 TBLT 教授 L2 法语互动能力的理解：从任务设计过程和实施后反思中获得的启示

IF 4.9 1区文学

System Pub Date : 2024-11-20 DOI: 10.1016/j.system.2024.103549

Carmen Konzett-Firth

{"title":"Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections","authors":"Carmen Konzett-Firth","doi":"10.1016/j.system.2024.103549","DOIUrl":"10.1016/j.system.2024.103549","url":null,"abstract":"<div><div>This paper reports on a university seminar for pre-service teachers (PST) of L2 French in which a conversation analytic concept of language use was combined with the methodology of task-based language teaching (TBLT) to teach L2 interactional competence (L2 IC). In the course, participants carried out a needs analysis, designed pedagogical tasks that focused on teaching L2 IC and trialed them in real classrooms before evaluating both their tasks' success and their own learning process. In a post-hoc study, data gathered from the course including pre-design comments, written design rationales, audio recordings of the group design meetings, oral and written feedback and post-implementation comments were analyzed using Qualitative Content Analysis to find out in what respects the PST's cognition with regard to teaching L2 IC changed during the seminar. The results show that there were some dynamics in the PST's cognition, particularly regarding their view of learner factors in task accomplishment and the targeting of specific social actions. Other aspects of PST's cognition remained more stable as their initial beliefs were confirmed by the task design process.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103549"},"PeriodicalIF":4.9,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704135","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

Comprehending, envisioning and practicing: The mediating effects of EFL university students’ future L2 writing selves on the relationship between academic writing beliefs and task engagement 理解、设想和实践：EFL 大学生的未来 L2 写作自我对学术写作信念和任务参与之间关系的中介效应

IF 4.9 1区文学

System Pub Date : 2024-11-19 DOI: 10.1016/j.system.2024.103550

Kaixuan Gong , Hongmei Pang

{"title":"Comprehending, envisioning and practicing: The mediating effects of EFL university students’ future L2 writing selves on the relationship between academic writing beliefs and task engagement","authors":"Kaixuan Gong , Hongmei Pang","doi":"10.1016/j.system.2024.103550","DOIUrl":"10.1016/j.system.2024.103550","url":null,"abstract":"<div><div>Academic writing beliefs are conceptualised as writers’ task perceptions that may shape their aspired future competence and influence their engagement patterns. However, there is a dearth of research validating this comprehending, envisioning and practicing process especially among novice learners of academic writing. Through structural equation modelling (SEM), the present study explored the relationship between academic writing beliefs and task engagement mediated by future L2 writing selves. A survey was administered to 508 Chinese non-English-major undergraduates enrolled in academic English courses from four universities in mainland China. The results showed that beliefs of academic writing as autonomous idea transaction best predicted behavioural, cognitive and emotional engagement, and beliefs of authoritative source transmission in writing fostered social and agentic engagement the most. While ought-to L2 writing self had no mediating effect, ideal L2 writing self significantly mediated the positive influence of transactional beliefs on all aspects of task engagement, which implied that the motivational power of learners’ desired future self-image as academic writers originated from their sense of writing autonomy and authorial idea development. Pedagogical implications of university academic English writing instruction were proposed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103550"},"PeriodicalIF":4.9,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704134","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

L2 Arabic pragmatics in the classroom: Insights from language instructors’ beliefs and practices 课堂上的阿拉伯语第二语言语用学：从语言教师的信念和实践中获得的启示

IF 4.9 1区文学

System Pub Date : 2024-11-18 DOI: 10.1016/j.system.2024.103546

Khaled Al Masaeed, Seth McCombie

{"title":"L2 Arabic pragmatics in the classroom: Insights from language instructors’ beliefs and practices","authors":"Khaled Al Masaeed, Seth McCombie","doi":"10.1016/j.system.2024.103546","DOIUrl":"10.1016/j.system.2024.103546","url":null,"abstract":"<div><div>Instructional pragmatics praxis has received increased attention in recent years, but a good deal of this literature has focused on the L2 English context. More research is needed to determine the state of instructional pragmatics in other languages, such as Arabic, which has witnessed a foregrounding of interactional and pragmatic competence (Al Masaeed et al., 2020) that has not always been present. Therefore, the current study focused on L2 Arabic instructors in various countries to explore the state of pragmatics teaching in the field of L2 Arabic. To this end, the study utilized an online survey and follow-up interviews to contribute to our understanding of how teachers conceptualize pragmatics, how they approach instruction, and what needs and challenges they report when teaching pragmatics. The study also examined their perceptions of the quality and quantity of material available to them, their perceived levels of self-efficacy in teaching pragmatics, pre-service training, and how pragmatics teaching may differ across proficiency levels and institutional contexts. Data were collected from 52 teachers of Arabic as a second language (referred to here as L2 Arabic teachers) from various countries including USA, Jordan, Egypt, Morocco, Saudi Arabia, and France. Findings showed that while L2 Arabic teachers feel positively and passionately about teaching pragmatics and feel committed to integrating it into their classroom, there is a clear need for additional training and curriculum development to support their teaching of L2 Arabic pragmatics. Many teachers are well poised to benefit from such resources, but many are less prepared and may need a thorough grounding in the principles of instructional pragmatics. Consequently, the study concludes by underscoring the need for additional pre-service training, instructional scaffolding, and institutional support so teachers can be empowered to enhance their L2 Arabic learners’ pragmatic competence.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103546"},"PeriodicalIF":4.9,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704133","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 relationship between achievement emotions, student engagement, and foreign language achievement among Chinese L3 learners 探索中国低年级学生的成就感、学生参与度与外语学习成绩之间的关系

IF 4.9 1区文学

System Pub Date : 2024-11-18 DOI: 10.1016/j.system.2024.103548

Zhijie Wang , Qiaoyao Zhao , Yingrui Ma

{"title":"Exploring the relationship between achievement emotions, student engagement, and foreign language achievement among Chinese L3 learners","authors":"Zhijie Wang , Qiaoyao Zhao , Yingrui Ma","doi":"10.1016/j.system.2024.103548","DOIUrl":"10.1016/j.system.2024.103548","url":null,"abstract":"<div><div>Existing research on Chinese foreign language (FL) learners has documented the complex relationship between their achievement emotions, student engagement, and FL achievement. However, most studies have focused on second language (L2) learners, with limited attention given to third language (L3) learners. This study aimed to explore the levels of achievement emotions and student engagement among Chinese learners of Japanese as a L3, clarify the relationships between achievement emotions, student engagement, and FL achievement, and examine the mediating role of student engagement. Questionnaire data were collected from 337 students learning Japanese as L3 at Chinese universities and high schools. Correlation and regression analyses revealed that foreign language enjoyment (FLE) has a direct impact on student engagement and FL achievement, while foreign language boredom (FLB) affects FL achievement only through the mediating effect of student engagement. Moreover, although foreign language classroom anxiety (FLCA) and student engagement showed a negative correlation, FLCA was not a significant predictor of student engagement or FL achievement. The findings highlight the importance of FLE in facilitating both student engagement and FL achievement in L3 learning settings. Based on the findings, constructive implications for L3 educators to foster FL achievement were discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103548"},"PeriodicalIF":4.9,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142699003","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