System最新文献_第10页

IF 4.9 1区文学

System Pub Date : 2024-06-28 DOI: 10.1016/j.system.2024.103390

Thi Thanh Huyen Phuong

引用次数: 0

Effects of learning analytics-based feedback on students’ self-regulated learning and academic achievement in a blended EFL course 基于学习分析的反馈对混合式英语课程中学生自我调节学习和学业成绩的影响

IF 4.9 1区文学

System Pub Date : 2024-06-28 DOI: 10.1016/j.system.2024.103388

Jing Chen

{"title":"Effects of learning analytics-based feedback on students’ self-regulated learning and academic achievement in a blended EFL course","authors":"Jing Chen","doi":"10.1016/j.system.2024.103388","DOIUrl":"https://doi.org/10.1016/j.system.2024.103388","url":null,"abstract":"<div><p>This study explores the impact of learning analytics (LA)-based feedback on students' self-regulated learning (SRL) and academic achievement in a blended English-as-a-foreign-language (EFL) course. Employing a quasi-experimental research design, this study utilized propensity score matching (PSM) to form a treatment group (<em>N</em> = 160) from the 2023 undergraduate student cohort, receiving LA-based feedback, and matched it with a comparison group of equivalent size from the 2021 and 2022 cohorts without such feedback. Guided by Winne and Hadwin's COPES model (1998), SRL was operationalized at a coarse level with students' online log data and course assessment scores representing their SRL operations and products of SRL in the course, respectively. Results of mixed ANOVAs and chi-square tests of independence showed that the LA-based feedback enhanced students' completion rate of online learning activities and their study regularity. The treatment group exhibited superior performance in the final examination compared to the comparison group, providing evidence of the positive impact of LA-based feedback on students' course performance. The study represents an initial effort to utilize LA-based feedback to support students' SRL operations and course performance in an EFL context.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141486772","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

Fostering EFL university students’ motivation and self-regulated learning in writing: A socio-constructivist approach 培养 EFL 大学生的写作动机和自我调节学习：社会建构主义方法

IF 4.9 1区文学

System Pub Date : 2024-06-26 DOI: 10.1016/j.system.2024.103386

Min Yang

{"title":"Fostering EFL university students’ motivation and self-regulated learning in writing: A socio-constructivist approach","authors":"Min Yang","doi":"10.1016/j.system.2024.103386","DOIUrl":"https://doi.org/10.1016/j.system.2024.103386","url":null,"abstract":"<div><p>Research acknowledges that learners’ motivation and self-regulation benefit their academic growth, and it applies to writing development. However, limited research has investigated how learners are supported to foster motivation and cultivate self-regulated learning strategies in writing classrooms. Drawing upon data from semi-structured interviews, self-reflections, and developing drafts, this qualitative case study examined how six first-year EFL university students with previous exam-focused writing experience developed motivation and employed self-regulated learning strategies in writing in a year-long English writing course designed based on the socio-constructivist approach. Analysis revealed that the participants experienced positive changes in writing motivation, including enhanced task interest, clarified outcome expectations, refocused goal orientation, and increased self-efficacy in writing, as they engaged in interrelated social and collaborative writing activities. They also used various self-regulated learning strategies, including cognitive strategies, goal setting, self-evaluative standards, self-selected models, and mental imagery, to improve writing skills and navigate writing. The study provides implications for researchers and practitioners in EFL writing within exam-oriented contexts.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141486775","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 structure of ability beliefs in EFL classrooms: A cross-theoretical analysis bridging self-efficacy and perceived competence needs satisfaction 英语课堂教学中能力信念的结构：连接自我效能感和感知能力需求满足的跨理论分析

IF 4.9 1区文学

System Pub Date : 2024-06-26 DOI: 10.1016/j.system.2024.103383

Emiko Hirosawa, Yuka Kono, W.L. Quint Oga-Baldwin

{"title":"The structure of ability beliefs in EFL classrooms: A cross-theoretical analysis bridging self-efficacy and perceived competence needs satisfaction","authors":"Emiko Hirosawa, Yuka Kono, W.L. Quint Oga-Baldwin","doi":"10.1016/j.system.2024.103383","DOIUrl":"https://doi.org/10.1016/j.system.2024.103383","url":null,"abstract":"<div><p>Theoretical parsimony represents one avenue forward for the study of positive psychology in language education. This study examined two well-recognized but interconnected concepts in the context of second language classrooms: academic self-efficacy rooted in Social Cognitive Theory and competence need satisfaction derived from Self Determination Theory. The investigation sought to show the distinctions and intersections in these constructs, underscoring the necessity for empirical scrutiny to establish their coherent definitions. We aim to present both concepts within a unified framework in order to facilitate a meaningful connection between the two theories. A sample comprising 181 students attending a private junior-high school in urban Japan participated in this study by completing widely used scales measuring self-efficacy and perceived competence. The research employed conventional independent cluster confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), bifactor-CFA, bifactor-ESEM, and the S-1 model for comparative analysis. Among these, the S-1 model emerged as the most theoretically sound model with a good fit and absence of anomalies. Furthermore, the factor representing global perceived competence needs satisfaction exhibited a strong association with students’ later academic achievements. These results indicate the potential cross-theoretical nature of competence beliefs and carry implications for both theory and practice in the psychology of language learning.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24001659/pdfft?md5=af738b5d4ecd9f0f61028dcc239b87bf&pid=1-s2.0-S0346251X24001659-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141486774","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 for L2 learning: Current status and implications 用于 L2 学习的 ChatGPT：现状与影响

IF 4.9 1区文学

System Pub Date : 2024-06-25 DOI: 10.1016/j.system.2024.103351

Lu Yang, Rui Li

{"title":"ChatGPT for L2 learning: Current status and implications","authors":"Lu Yang, Rui Li","doi":"10.1016/j.system.2024.103351","DOIUrl":"https://doi.org/10.1016/j.system.2024.103351","url":null,"abstract":"<div><p>Despite a recent proliferation of studies on ChatGPT for second language (L2) learning, there is still a lack of systematic and updated review of its current status. To narrow the gap, this study collected data from 44 selected studies on ChatGPT for L2 learning in terms of six dimensions of the revised technology-based learning model, including ChatGPT, participants, objectives, theories, methodology, and outcomes. The results showed that (1) The most prevalent ChatGPT's roles included content generation, feedback and teaching support. Context control and output customization were the two main prompt patterns. (2) Most studies focused on investigating English-<em>as</em>-a-foreign-language (EFL) college learners with small sample sizes. (3) Learner perceptions (general attitudes, satisfaction, motivation, and engagement) along with writing skills were the major objectives. (4) Social (sociocultural and constructivism), linguistic (input hypothesis, informal digital learning), and cognitive (self-determination theory, autonomy) theories were frequently adopted. (5) Most studies used qualitative, quantitative and mixed methods, with a particular eye on questionnaire surveys, interviews, log data and written texts. (6) Benefits and challenges were summarized from the selected studies. Implications were discussed for future research.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141486773","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

Out of the comfort zone, into the learning zone: An exploration of students’ academic buoyancy through the 5-Cs in English-medium instruction 走出舒适区，进入学习区：通过英语教学中的 5-Cs 探索学生的学业浮力

IF 4.9 1区文学

System Pub Date : 2024-06-22 DOI: 10.1016/j.system.2024.103385

Irati Diert-Boté , Balbina Moncada-Comas

{"title":"Out of the comfort zone, into the learning zone: An exploration of students’ academic buoyancy through the 5-Cs in English-medium instruction","authors":"Irati Diert-Boté , Balbina Moncada-Comas","doi":"10.1016/j.system.2024.103385","DOIUrl":"https://doi.org/10.1016/j.system.2024.103385","url":null,"abstract":"<div><p>In English-medium instruction (EMI), the learning of academic content in English may present a considerable challenge for students. Therefore, analyzing EMI students' academic buoyancy is crucial to understand how they manage everyday academic obstacles. By employing the 5-Cs Framework (Confidence, Coordination, Control, Composure and Commitment), this study aims to understand how 14 highly buoyant EMI students from a higher education institution in Spain handle daily academic adversity. Qualitative data were generated from four focus groups and one interview and were analyzed employing a person-oriented approach to academic buoyancy. Findings reveal that highly buoyant EMI students: (1) exhibit high self-efficacy and confidence in using English; (2) maintain composure and low academic anxiety; (3) demonstrate sustained commitment by adopting proactive “fight” responses, driven by future-oriented mindsets; (4) display strong coordination skills and effectively employ self-regulated learning strategies; and (5) show a strong sense of control over their academic success, facilitated by a focus on effective communication and content learning. Based on these findings, a framework for the assessment and enhancement of (EMI) students’ academic buoyancy has been developed. Overall, this study highlights the significance of the 5-Cs framework in the study of academic buoyancy while unveiling the multidimensional and interconnected nature of its components.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24001672/pdfft?md5=e73d53c3725ba965f9ea447dec5925e1&pid=1-s2.0-S0346251X24001672-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141444289","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

The enactment of positive emotions via teacher scaffolding: The case of Chinese high school EFL learners’ engagement with teacher written feedback 教师支架下积极情绪的形成：中国高中英语学习者参与教师书面反馈的案例

IF 4.9 1区文学

System Pub Date : 2024-06-21 DOI: 10.1016/j.system.2024.103375

Xiaolong Cheng , Lori Xingzhen Gao , Yan Liu

{"title":"The enactment of positive emotions via teacher scaffolding: The case of Chinese high school EFL learners’ engagement with teacher written feedback","authors":"Xiaolong Cheng , Lori Xingzhen Gao , Yan Liu","doi":"10.1016/j.system.2024.103375","DOIUrl":"https://doi.org/10.1016/j.system.2024.103375","url":null,"abstract":"<div><p>With the flourishing of positive psychology, there is a heightened emphasis on the value and significance of engagement. Although recent years have witnessed the growing interest in learner engagement with feedback in L2 writing, little attention has been towards understanding the role of teachers in fostering their students' engagement. To fill this gap, our exploratory study examined the effects of teacher scaffolding on EFL learners' engagement with teacher written feedback. Anchored in a high school in mainland China, our study employed a mixed-methods design, collecting data from multiple sources (i.e., questionnaires, semi-structured interviews, teacher written feedback, and first as well as revised writing samples) over a semester. The findings revealed that the teacher adhered to the key tenets of positive psychology and implemented positive pedagogical practices to facilitate students’ revision. Both quantitative and qualitative data showed that with teacher scaffolding Chinese high school EFL learners actively engaged with teacher written feedback from affective, behavioral, and cognitive perspectives. Our study concludes with the important pedagogical implications.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141434915","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

On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate 关于 EFL 学生对人工智能的态度、教师的即时性和师生默契与他们的交流意愿之间的关系

IF 4.9 1区文学

System Pub Date : 2024-06-20 DOI: 10.1016/j.system.2024.103341

Ran Zhi , Yongxiang Wang

{"title":"On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate","authors":"Ran Zhi , Yongxiang Wang","doi":"10.1016/j.system.2024.103341","DOIUrl":"https://doi.org/10.1016/j.system.2024.103341","url":null,"abstract":"<div><p>This research explores the intricate interplay among EFL students' attitudes towards artificial intelligence (AI), Teachers' Immediacy (TI), Teacher-Student Rapport (TSR), and their willingness to communicate (WTC). It delves into EFL students' perceptions of AI’s role in enhancing critical thinking and investigates how teachers' immediacy and rapport influence students' WTC development. By integrating multiple domains including EFL education, AI technology, and interpersonal communication, the study offers a comprehensive understanding of how these factors intersect to shape students' willingness to communicate. The research fills a gap in existing literature by investigating EFL students' attitudes toward AI in language learning alongside variables like teacher immediacy and teacher-student rapport. It aims to unveil the nuanced relationships between students' attitudes toward AI, teacher immediacy, teacher-student rapport, and their resultant impact on students' WTC. To address these inquiries, the research employed four questionnaires, drawing on previous studies discussing EFL students' attitudes, contradictions, and perceptions in the context of AI integration. Insights from psychology, language acquisition, and educational technology converge to shed light on the complex dynamics shaping students' willingness to communicate in the AI era. The investigation contributes to the existing body of knowledge by providing a nuanced understanding of the factors influencing EFL students' WTC in the context of AI, with a specific emphasis on the significance of teachers' immediacy and rapport. The findings hold practical implications for educators and policymakers by highlighting the potential of AI technologies to enhance language learning outcomes and stressing the importance of fostering positive teacher-student relationships in promoting students' willingness to communicate effectively in the digital era.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141434914","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

Scaling the apex of engagement: Anxious language learners’ positive flow experiences during speaking tasks 攀登参与的顶峰：焦虑的语言学习者在口语任务中的积极流动体验

IF 6 1区文学

System Pub Date : 2024-06-18 DOI: 10.1016/j.system.2024.103373

Haydab Almukhaild , Jim King

引用次数: 0

Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors 中国大学英语专业学生的课外英语学习焦虑及其与学习动机的关系

IF 6 1区文学

System Pub Date : 2024-06-18 DOI: 10.1016/j.system.2024.103384

Shuting Zhang , Chun Lai

{"title":"Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors","authors":"Shuting Zhang , Chun Lai","doi":"10.1016/j.system.2024.103384","DOIUrl":"https://doi.org/10.1016/j.system.2024.103384","url":null,"abstract":"<div><p>A wide range of studies have examined foreign language anxiety (FLA). However, these studies have primarily examined the context of classroom-based learning, while neglecting out-of-class learning settings. Thus, this study investigated the factor structure of out-of-class FLA and its relationship to L2 motivation (Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience). The data comprised 20 interviews and 557 survey responses from English majors at Chinese universities. This study identified three out-of-class FLA factors: anxiety about learning effectiveness, learning approaches, and effort management. It further revealed a close association between out-of-class FLA and L2 motivation. Out-of-class L2 Learning Experience was the most salient predictor and was negatively associated with all three dimensions of out-of-class FLA. The Ideal L2 Self exhibited negative associations with anxiety about the learning approach and effort management, whereas Ought-to L2 Self was a positive predictor of anxiety about the learning approach and learning effectiveness. These findings enrich our understanding of the affective aspects of out-of-class learning and suggest the significance of facilitating learners’ out-of-class L2 Learning Experience and Ideal L2 Self to help them overcome FLA in a self-directed out-of-class learning context.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":6.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141424452","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