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":"127 ","pages":"Article 103503"},"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

A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing 关于数字童话改写能力的研究：数字多模态创作的批判性扫盲方法

IF 4.9 1区文学

System Pub Date : 2024-11-01 DOI: 10.1016/j.system.2024.103536

Ka Yan Lam, Elsa Wahyuni Putri

{"title":"A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing","authors":"Ka Yan Lam, Elsa Wahyuni Putri","doi":"10.1016/j.system.2024.103536","DOIUrl":"10.1016/j.system.2024.103536","url":null,"abstract":"<div><div>Digital multimodal composing (DMC) is the production of texts using multimodal semiotic resources and digital tools. This study integrated critical literacy pedagogy into DMC in an EFL context through both course design and task design, proposing digital fairy-tale rewriting (DFTR) as a genre of DMC for critical literacy practices. Taiwanese university students in the study created multimodal videos of retold fairy tales addressing social issues to promote critical literacy. The study adopted a conceptual framework of DMC affordances to examine the possibilities afforded by DFTR. Affordances refer to the potential and limitations of a mode for meaning representation and communication, as perceived by teachers and students. Data collected included participants’ surveys, reflective writings, and analysis of the DMC artifacts. Results indicated substantial evidence of technological, educational, and social benefits of DFTR compared to past learning experiences, with enhanced affordances including transmediation, multiliteracies, creativity, and civic participation. Digital skills and multimodal literacy were developed to strengthen critical literacy learning across four dimensions, enriching prior studies on DMC affordances and critical literacy scholarship. The study also contributed a refined conceptual framework of DFTR affordances, expanded by new affordances of generating interest, nurturing creativity and multiple perspectives, and promoting more active civic participation.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103536"},"PeriodicalIF":4.9,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660921","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":"127 ","pages":"Article 103533"},"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":"127 ","pages":"Article 103509"},"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 role of classroom silence in teacher educators’ well-being: A case study in TESOL initial teacher education 课堂沉默对教师教育者幸福感的作用：TESOL 初始师范教育案例研究

IF 4.9 1区文学

System Pub Date : 2024-10-29 DOI: 10.1016/j.system.2024.103530

Anıl Rakıcıoğlu-Söylemez

{"title":"The role of classroom silence in teacher educators’ well-being: A case study in TESOL initial teacher education","authors":"Anıl Rakıcıoğlu-Söylemez","doi":"10.1016/j.system.2024.103530","DOIUrl":"10.1016/j.system.2024.103530","url":null,"abstract":"<div><div>This study explores the role of classroom silence in the well-being of teacher educators (TEs) within a TESOL ITE program in Türkiye. Data were collected from two experienced TESOL TEs, Ayşe and Bahar, through individual interviews, a paired-depth interview, and weekly voice memos. Although TEs are essential for the professional development of pre-service language teachers (PTs), their well-being, particularly concerning classroom silence, has been largely overlooked in existing research. Applying the Job Demands-Resources (JD-R) model, this study examines how classroom silence impacts TEs' ability to support PTs effectively. Findings revealed that classroom silence arises from three primary sources: curriculum-related issues, PT preparedness, and TE strategies. Curriculum misalignment with PTs’ language proficiency and theoretical demands contributes to silence, intensified by PT unpreparedness and cultural backgrounds. In the ITE program, TEs reported emotional tension when managing silence, highlighting the need for adaptive teaching methods (e.g., multimodal materials). The study suggests examining institutional policies to create strategies that alleviate stress and support TEs. Implementing support networks, mentoring programs, and modules can offer emotional and professional resources, reducing isolation and classroom-related stress. Revising the <span>ITE</span> curriculum and providing administrative support can aid TEs in managing demands, enhancing their well-being and engagement with <span>TESOL</span> programs.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103530"},"PeriodicalIF":4.9,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660891","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":"127 ","pages":"Article 103529"},"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

ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study ChatGPT 作为 EFL 学习者自学英语的工具：多方法研究

IF 4.9 1区文学

System Pub Date : 2024-10-28 DOI: 10.1016/j.system.2024.103528

Nguyen Hoang Mai Tram , Tin Trung Nguyen , Cong Duc Tran

{"title":"ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study","authors":"Nguyen Hoang Mai Tram , Tin Trung Nguyen , Cong Duc Tran","doi":"10.1016/j.system.2024.103528","DOIUrl":"10.1016/j.system.2024.103528","url":null,"abstract":"<div><div>This study investigates the factors influencing ChatGPT acceptance in self-directed English language learning and explores its potential to enhance the learning process. A multi-methods approach was employed, comprising a systematic review of 40 empirical articles, a quantitative survey of 344 English as a Foreign Language (EFL) learners, and 19 semi-structured interviews. Results indicated that interactivity, enjoyment, trust, and subjective norms significantly affect continued use through perceived usefulness, while human-likeness, self-efficacy, and technology anxiety influence it through perceived ease of use. EFL learners utilize ChatGPT for both primary and secondary English learning purposes, supporting various language dimensions including reading, writing, vocabulary, and grammar. The study also identified both passive and active language learning engagement facilitated by ChatGPT. This research contributes to the field by proposing an extended Technology Acceptance Model and a conceptual framework for chatbot-assisted language learning. For chatbot developers, the findings underscore the need to enhance interactivity, human-likeness, enjoyment, and trust while minimizing technology anxiety to increase sustained use. Educators can utilize these insights to better integrate ChatGPT into their curricula, supporting diverse language skills and engaging learners more effectively. Together, these findings provide concrete guidance for enhancing the design and implementation of AI chatbots in language learning contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103528"},"PeriodicalIF":4.9,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660892","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

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":"127 ","pages":"Article 103515"},"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":"127 ","pages":"Article 103518"},"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

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