IF 4.9 1区文学

System Pub Date : 2024-07-25 DOI: 10.1016/j.system.2024.103400

Budimka Uskokovic , Sam Schirm

{"title":"Assessment of Interactional Competence in L2 German: Integrating an innovative rubric to help language teachers effectively evaluate pragmatics","authors":"Budimka Uskokovic , Sam Schirm","doi":"10.1016/j.system.2024.103400","DOIUrl":"10.1016/j.system.2024.103400","url":null,"abstract":"<div><p>Research on the development of second language (L2) interactional competence (IC) has shown that IC is vital for L2 speakers' participation in the social world of the L2 and thus an important aspect of pragmatic competence. To date, however, there is little work on the education of future language teachers in the assessment of their learners' IC. More specifically, there is no research on language teachers' experiences using a rubric that focuses on specific interactional sequential features. We address this gap by presenting a study on training L2 German instructors to assess German response tokens — e.g., <em>achso</em> or <em>echt</em>. Building on a prior study on L2 German students' use of response tokens, this paper presents a study on devising a new, specific IC rubric on response tokens. By having L2 instructors use this new IC rubric, we show the advantages and disadvantages of the rubric concentrated around response tokens. Moreover, by collecting L2 instructors’ feedback via survey data on their experience, opinions, and concerns, we illustrate the importance of integrating response tokens into rubrics. We conclude the paper by considering pedagogical implications for language teacher education. The findings show that language instructors need input on the interactional function of response tokens and that instructors view assessing L2 interaction using a sequentially focused rubric as generally positive.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951942","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 readers' use of machine translation through eye tracking 通过眼动跟踪研究读者使用机器翻译的情况

IF 4.9 1区文学

System Pub Date : 2024-07-24 DOI: 10.1016/j.system.2024.103415

Caleb Prichard , Andrew Atkins

{"title":"Examining readers' use of machine translation through eye tracking","authors":"Caleb Prichard , Andrew Atkins","doi":"10.1016/j.system.2024.103415","DOIUrl":"10.1016/j.system.2024.103415","url":null,"abstract":"<div><p>This study examined the use of Google Translate among 50 Japanese learners of English engaged in task-based reading. There was one novel word per paragraph, and the study analyzed the frequency at which the participants accessed machine translation (MT) as opposed to the use of other strategies (e.g., dictionary use). Using eye tracking, it also examined how learners viewed translated paragraphs on MT pages. Finally, the study analyzed the relationship between the MT usage data and reading outcomes (content and vocabulary recall). A sub-group of participants provided both bilingual dictionary and MT access more often used the dictionary than MT. However, participants that were not provided dictionary access tended to be overreliant on MT, using it for irrelevant passages and when clear context cues were present. Eye movement data revealed that most participants read the English text first before checking MT, but some participants rushed to access translations. Participants displayed various strategies when viewing MT. The study found that aiming to work out the meaning from the text first and then checking the translation to search relevant novel lexical items was associated with positive outcomes. Potential implications for L2 education are discussed.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951941","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

Incidental learning of collocations through different multimodal input: The role of learners’ initial L2 proficiency 通过不同的多模态输入偶然学习搭配：学习者最初的 L2 熟练程度的作用

IF 4.9 1区文学

System Pub Date : 2024-07-24 DOI: 10.1016/j.system.2024.103416

Pu Pu , Daniel Yu-Sheng Chang , Shuang Wang

{"title":"Incidental learning of collocations through different multimodal input: The role of learners’ initial L2 proficiency","authors":"Pu Pu , Daniel Yu-Sheng Chang , Shuang Wang","doi":"10.1016/j.system.2024.103416","DOIUrl":"10.1016/j.system.2024.103416","url":null,"abstract":"<div><p>This study investigated the impact of one unimodal (i.e., reading-only) and two different multimodal input modes (i.e., reading-while-listening and viewing with captions) on incidental collocation learning, alongside examining the relationship between learning gains and overall L2 proficiency. A total of 180 university students at pre-intermediate and upper-intermediate levels from China were randomly assigned to one of the input modes. Target collocation knowledge tests, including form recognition and meaning recall, were administered immediately after exposure to the input material and after a 2-week interval. Results indicated that while learners across different proficiency levels acquired collocation knowledge through all input modes to varying degrees, those in the multimodal conditions outperformed their counterparts in terms of both recognition and recall dimensions. Additionally, after 2 weeks, despite decreased learning gains for all learner groups, multimodal input was found to benefit upper-intermediate learners' meaning recall of the target collocations. Learners’ language proficiency significantly predicted their immediate learning outcomes in both recognition and recall. These findings offer further support for multimedia learning theory and dual code theory, contributing to a deeper understanding of the value of multimodal meaning-focused language input.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24001982/pdfft?md5=e440adb9fdc16df78db85f71c22ed73f&pid=1-s2.0-S0346251X24001982-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951938","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

Enhancing collaboration: Exploring regulated learning strategies in the co-regulatory processes of collaborative L2 writing 加强合作：探究协作式 L2 写作共同调节过程中的调节学习策略

IF 4.9 1区文学

System Pub Date : 2024-07-23 DOI: 10.1016/j.system.2024.103410

Annita Stell, Noriko Iwashita

{"title":"Enhancing collaboration: Exploring regulated learning strategies in the co-regulatory processes of collaborative L2 writing","authors":"Annita Stell, Noriko Iwashita","doi":"10.1016/j.system.2024.103410","DOIUrl":"10.1016/j.system.2024.103410","url":null,"abstract":"<div><p>Collaborative writing (CW) is a pedagogical practice that requires active engagement from all participants to create more L2 learning opportunities, which help to develop metacognitive awareness and writing autonomy. In self-regulated learning research, learners apply various regulated learning (RL) strategies to monitor their individual process within a task. These same RL strategies can be applied to the co-regulatory processes of CW, but to regulate themselves, their partners and/or social group at different co-construction stages (Hadwin & Miller, 2017). While current CW research highlights L2 development benefits, less is known about how pairs with collaborative orientations use RL strategies during co-regulatory processes. To fill this gap, this study aims to identify the RL strategies that students with collaborative orientations use to maintain their collaborative patterns of interaction. Through a Sociocultural Theory perspective, the transcribed audio recordings of six international postgraduate students during two CW activities were examined using languaging episodes as the basic unit of analysis before coding each episode for RL strategies and three regulatory agents. The findings revealed how pairs used varied RL strategies when addressing local and/or global issues to maintain collaborative patterns. They were able to appropriate some knowledge from the first CW activity to the second by applying various RL strategies to improve on time management and writing efficiency. Understanding the dynamic co-regulatory process sheds additional light on how RL strategies can be appropriated as conceptual knowledge to co-writing collaboratively.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24001921/pdfft?md5=185c468c236248c94547dea0b5bccd5b&pid=1-s2.0-S0346251X24001921-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141960660","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

Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry 英语教师中社会正义与情感劳动的交叉：Perezhivanie 探究

IF 4.9 1区文学

System Pub Date : 2024-07-23 DOI: 10.1016/j.system.2024.103417

Farhang Moradi , Mostafa Nazari , Maryam Kogani

{"title":"Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry","authors":"Farhang Moradi , Mostafa Nazari , Maryam Kogani","doi":"10.1016/j.system.2024.103417","DOIUrl":"10.1016/j.system.2024.103417","url":null,"abstract":"<div><p>In light of the recent growth of research on social justice and emotion labor in TESOL teacher education, the present study aimed to fill a gap regarding the intersections of these two constructs. Thus, the study explored emotion labor and social justice among Iranian English language teachers through the theoretical lens of perezhivanie. Data were collected from narrative frames and semi-structured interviews as situated within a narrative inquiry methodology. Data analyses showed that the teachers' perezhivanie included not just how contextual demands and institutional expectations impeded effective actualization of social justice, but the latter itself became a source of emotion labor for the teachers through discourse, culture, and ideology. The findings highlight that inasmuch as social justice is a constructive purpose in educational work, it should equally be understood and enacted cautiously because it has the potential to become a source of emotional challenges and professional conundrums for teachers. We provide implications for teachers and teacher educators to contextualize social justice based on situational particularities so that teachers’ perezhivanie is featured more by emotional transformation than by emotion labor.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141850969","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

Factor structure and psychometric properties of the L2 teacher boredom scale 外语教师厌烦情绪量表的因子结构和心理测量特性

IF 4.9 1区文学

System Pub Date : 2024-07-19 DOI: 10.1016/j.system.2024.103403

Mariusz Kruk , Mirosław Pawlak , Majid Elahi Shirvan , Tahereh Taherian

{"title":"Factor structure and psychometric properties of the L2 teacher boredom scale","authors":"Mariusz Kruk , Mirosław Pawlak , Majid Elahi Shirvan , Tahereh Taherian","doi":"10.1016/j.system.2024.103403","DOIUrl":"10.1016/j.system.2024.103403","url":null,"abstract":"<div><p>The attention of researchers in the field of second language acquisition (SLA) has recently been drawn to boredom, recognized as one of the most prevalent and distressing emotions experienced by second and/or foreign language (L2) students. However, studies delving into boredom experienced by L2 teachers rather than learners are few and far between. This oversight is significant, considering that the emotions of both learners and teachers are bound to interact and feed into each other in classroom settings. In order to address this gap, the present research aimed to examine the factor structure and psychometric properties of the L2 Teacher Boredom Scale (L2TBS). The questionnaire was administered to 225 L2 teachers from different countries (e.g., Poland, Turkey, Hungary, Iran, USA). Data were subjected to exploratory factor analysis, confirmatory factor analysis and exploratory structural equation modeling (ESEM). The results identified the ESEM solution as the optimal model for measuring L2TBS. Five factors contributing to teacher boredom were identified: (F1) repetitiveness and monotony, (F2) inefficient communication, (F3) lack of satisfaction, (F4) lack of creativity, and (F5) lack of interest. The analysis also provided evidence for measurement invariance across gender, age, education and years of teaching experience.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141728673","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

Teacher beliefs on oral proficiency: Implications for classroom practice 教师对口语能力的信念：对课堂实践的启示

IF 4.9 1区文学

System Pub Date : 2024-07-19 DOI: 10.1016/j.system.2024.103411

Rebecca S. Borden , Teresa R. Bell

引用次数: 0

Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course 培养语文教师的专业生成性人工智能能力：语言教师初始教育课程干预研究

IF 4.9 1区文学

System Pub Date : 2024-07-18 DOI: 10.1016/j.system.2024.103399

Benjamin Luke Moorhouse , Yuwei Wan , Chenze Wu , Lucas Kohnke , Tsz Ying Ho , Theresa Kwong

{"title":"Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course","authors":"Benjamin Luke Moorhouse , Yuwei Wan , Chenze Wu , Lucas Kohnke , Tsz Ying Ho , Theresa Kwong","doi":"10.1016/j.system.2024.103399","DOIUrl":"10.1016/j.system.2024.103399","url":null,"abstract":"<div><p>Generative Artificial Intelligence (GenAI) tools have been argued to have transformative potential in education; yet existing literature suggests that language teachers generally lack the abilities to leverage these tools effectively and critically. Conducted in an initial language teacher education programme at a Hong Kong university, this mixed-method intervention study aims to explore the effects of explicit training for using GenAI tools for language teaching in rising pre-service language teachers’ professional GenAI competence (P-GenAI-C). 54 M.Ed students took part in an 11-week course intervention aiming to enhance the five aspects in the P-GenAI-C framework. Analysis of pre- and post-intervention questionnaires, which encompassed a mix of open and closed items to gather participants’ knowledge and perceptions of utilising GenAI tools, as well as the follow-up interviews, revealed that the intervention was effective in stretching all aspects of pre-service teachers’ P-GenAI-C. While there was greater evidence of improvement in participants’ pedagogical competence and critical awareness of GenAI tools deployment, there was less evidence of development in other aspects, such as teachers’ capacity to guide their students to use GenAI tools effectively and responsibly. This discrepancy might be attributed to the lack of such content in the course intervention. Implications for incorporating elements of P-GenAI-C into teacher preparation courses and programmes are discussed.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638440","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 EFL students’ perceptions of formative assessment: A qualitative study 探索中国大学 EFL 学生对形成性评价的看法：定性研究

IF 4.9 1区文学

System Pub Date : 2024-07-17 DOI: 10.1016/j.system.2024.103391

Qiaozhen Yan

{"title":"Exploring Chinese university EFL students’ perceptions of formative assessment: A qualitative study","authors":"Qiaozhen Yan","doi":"10.1016/j.system.2024.103391","DOIUrl":"10.1016/j.system.2024.103391","url":null,"abstract":"<div><p>Formative assessment (FA) has gained increasing prominence in the field of L2 education. However, how L2 students actually perceive FA has remained underexplored, and this is a critical gap because students' perceptions of assessment can exert a significant impact on their approaches to learning and learning outcomes. Situated within a college English course at a single Tier One university in southwestern China, this study investigated students' perceptions of the benefits and challenges of FA. Five major FA activities were integrated into the course, including writing learning journals, clarifying assessment criteria, conducting peer assessment of course essays, conducting self-assessment of course essays, and providing teacher feedback on course essays. These activities were designed on the basis of Black and Wiliam's (2009) framework for effective formative assessment. Adopting a qualitative approach, the researchers collected semi-structured written reflections from 47 students at the end of the course. The study provides insights into the potential of FA in improving EFL students' self-regulation and English language proficiency, as well as enabling students to develop new perspectives on language assessment. It also reveals an array of challenges faced by the EFL students, pertaining to their own characteristics, the assessment tasks, and school and systemic issues.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638366","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

Low-to mid-level high school first-year EFL learners’ growth language mindset, grit, burnout, and engagement: Using serial mediation models to explore their relationships 中低年级高中一年级 EFL 学习者的成长型语言思维模式、勇气、倦怠和参与度：利用序列中介模型探讨它们之间的关系

IF 4.9 1区文学

System Pub Date : 2024-07-17 DOI: 10.1016/j.system.2024.103397

Na Fan , Chengsong Yang , Feng Kong , Yue Zhang

{"title":"Low-to mid-level high school first-year EFL learners’ growth language mindset, grit, burnout, and engagement: Using serial mediation models to explore their relationships","authors":"Na Fan , Chengsong Yang , Feng Kong , Yue Zhang","doi":"10.1016/j.system.2024.103397","DOIUrl":"10.1016/j.system.2024.103397","url":null,"abstract":"<div><p>English-as-a-foreign-language (EFL) learning is a journey that rewards those with positive psychological qualities. This study investigated the relationships among low-to mid-level high school EFL learners' growth language mindset (GLMS), grit, burnout, and engagement, to gain insights into how learner beliefs, personality traits, and emotions affect EFL learning. A total of 868 first-year students from four schools located away from China's central cities participated in the questionnaire survey. Their data were analyzed using structural equation modelling (SEM). The serial mediation models show, among others, that 1) GLMS predicted L2 burnout directly and via L2 grit indirectly and influenced L2 engagement indirectly via L2 grit and L2 burnout, with second language aptitude beliefs (L2B) having more effects than general language intelligence beliefs (GLB), 2) in general, POE (perseverance of effort) had stronger effects than COI (consistency of interest), and 3) L2 burnout showed negative associations with GLMS, L2 grit, and L2 engagement and worked as an important mediator contributing to indirect relationships leading to L2 engagement. The theoretical and pedagogical implications of these findings are discussed. We especially call for support given to learners at low-to mid-level senior high schools to build their positive psychology.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638367","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

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