IF 5.6 1区文学

System Pub Date : 2026-01-01 Epub Date: 2025-10-30 DOI: 10.1016/j.system.2025.103902

Karim Sadeghi

引用次数: 0

Metacognitive instruction in technology-mediated TBLT: An exploratory study of learners’ engagement 技术中介型任务型教学中的元认知教学：学习者参与的探索性研究

IF 5.6 1区文学

System Pub Date : 2026-01-01 Epub Date: 2025-08-05 DOI: 10.1016/j.system.2025.103804

Nicole Ziegler , Bernard Issa , Harriet Wood Bowden , Kara Moranski

{"title":"Metacognitive instruction in technology-mediated TBLT: An exploratory study of learners’ engagement","authors":"Nicole Ziegler , Bernard Issa , Harriet Wood Bowden , Kara Moranski","doi":"10.1016/j.system.2025.103804","DOIUrl":"10.1016/j.system.2025.103804","url":null,"abstract":"<div><div>Previous research has demonstrated benefits of technology-mediated task-based language teaching (TMTBLT) for second language (L2) development and performance (e.g., Chong & Reinders, 2020). Similarly, research has suggested that metacognitive instruction (MI) supports learners’ L2 interactions and impacts subsequent L2 production (e.g., Sippel, 2019). Situated at the intersection of these two areas, this exploratory study examined the effects of interaction-focused MI on learners’ cognitive and behavioral engagement and L2 production. However, unlike previous work (e.g., Moranski et al., 2024; Ziegler et al., 2020), this instruction and interaction occurred in a synchronous video-based computer-mediated environment, extending prior work to the more autonomous learning context of assigned out-of-class interaction. We thus explored whether the previously identified benefits of MI were found in this format. Fourth-semester learners of Spanish (N = 24) were placed in dyads and randomly assigned to a control or treatment condition. All learners completed three main interactional tasks which functioned as the pre-, post- and delayed post-tests. Prior to the post-test, learners in the treatment group participated in an MI intervention. Results suggest that although MI had limited effects on learners’ cognitive and behavioral engagement, particularly in terms of learners’ provision of feedback and negotiation, learners in the treatment group appeared to direct their attention differently than learners in the control group toward their own production rather than that of their interlocutor. Findings are discussed in terms of pedagogical implications for using such tasks in online and distance-learning contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103804"},"PeriodicalIF":5.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145418742","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

Understanding self-regulated grammar learning with LLM chatbot support: An epistemic network analysis of grammar learning strategy patterns 在LLM聊天机器人支持下理解自我调节语法学习：语法学习策略模式的认知网络分析

IF 5.6 1区文学

System Pub Date : 2026-01-01 Epub Date: 2025-10-13 DOI: 10.1016/j.system.2025.103879

Chun Hao, Fan Zhang

{"title":"Understanding self-regulated grammar learning with LLM chatbot support: An epistemic network analysis of grammar learning strategy patterns","authors":"Chun Hao, Fan Zhang","doi":"10.1016/j.system.2025.103879","DOIUrl":"10.1016/j.system.2025.103879","url":null,"abstract":"<div><div>This study examines patterns and temporal dynamics of grammar learning strategies (GLSs) within self-regulated grammar learning (SRGL) supported by a large language model (LLM) chatbot among first-year English majors. Employing epistemic network analysis (ENA), the study visualizes and quantifies learners' strategic transitions, including planning, explicit and implicit knowledge strategies, monitoring, and corrective feedback. Results show that integrating an LLM chatbot extends form-focused grammar instruction beyond the classroom and fosters more structured, autonomous GLS use. Dominant co-occurrence patterns centered on explicit GLSs and signified learners' progression toward deeper metacognitive engagement. Meanwhile, high-gain learners displayed more cyclical and diverse strategy use, especially involving monitoring and corrective feedback, whereas low-gain learners relied on repetitive planning and implicit practice. These findings highlight the potential of LLM chatbots to scaffold SRGL beyond the classroom and underscore the need for differentiated instructional support tailored to learners' proficiency levels in technology-enhanced language learning contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103879"},"PeriodicalIF":5.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145278258","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

Enhancing reading engagement in adult EFL classrooms through AI-supported instruction: A mixed-methods study 通过人工智能支持教学提高成人英语课堂的阅读参与度：一项混合方法研究

IF 5.6 1区文学

System Pub Date : 2026-01-01 Epub Date: 2025-11-03 DOI: 10.1016/j.system.2025.103906

Lujain AlTwijri , Safaa M. Abdelhalim

{"title":"Enhancing reading engagement in adult EFL classrooms through AI-supported instruction: A mixed-methods study","authors":"Lujain AlTwijri , Safaa M. Abdelhalim","doi":"10.1016/j.system.2025.103906","DOIUrl":"10.1016/j.system.2025.103906","url":null,"abstract":"<div><div>Although artificial intelligence (AI) is increasingly embedded in language education, its role in fostering multidimensional reading engagement among adult EFL learners in formal settings remains underexplored. Existing research has largely focused on younger or undergraduate learners and prioritized general comprehension, overlooking the interplay of cognitive, emotional, and behavioural engagement. To address this gap, the present study investigated the impact of two AI-assisted applications, Avidnote and Explainpaper, on Saudi adult EFL learners' reading engagement. A quasi-experimental, explanatory sequential mixed-methods design was employed. Two intact classes comprising 32 Saudi adult learners (CEFR B2 level, aged 20–38) were assigned to an experimental group (EG; AI-supported instruction) or a control group (CG; traditional instruction relying on teacher-led activities and printed materials). Both groups followed the same syllabus and reading materials over fifteen weeks; however, only the EG used AI tools for annotation, summarization, and real-time comprehension support. Quantitative data from pre- and post-intervention reading engagement questionnaires were analyzed using descriptive and inferential statistics, while supplementary qualitative data from focus group interviews provided insights into learners' experiences. Findings revealed that the EG achieved significantly greater gains in overall reading engagement, particularly in cognitive and emotional domains. Participants also reported enhanced focus, motivation, and strategic reading as key benefits of AI use. These results underscore the pedagogical value of integrating AI technologies within structured, instructor-led EFL contexts. The study contributes to research on AI in language education and offers practical guidance for using digital tools in adult EFL classrooms, framed by sociocultural and constructivist theories of engagement.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103906"},"PeriodicalIF":5.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467178","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

Alignment between intended and enacted pedagogies: A study of ELT curriculum innovation implementation in Pakistan 意向教学法与制定教学法的一致性：巴基斯坦英语教学课程创新实施的研究

IF 5.6 1区文学

System Pub Date : 2026-01-01 Epub Date: 2025-10-23 DOI: 10.1016/j.system.2025.103872

Shahzad Karim , Nigel Harwood

{"title":"Alignment between intended and enacted pedagogies: A study of ELT curriculum innovation implementation in Pakistan","authors":"Shahzad Karim , Nigel Harwood","doi":"10.1016/j.system.2025.103872","DOIUrl":"10.1016/j.system.2025.103872","url":null,"abstract":"<div><div>This study investigates the alignment between English language education (ELE) pedagogy in policy (the pedagogical practices outlined in the ELE national curriculum) and pedagogy in practice (the pedagogical methods implemented by teachers in the classroom) at the secondary level (grades 9–10) in public schools in Punjab, Pakistan. The study is contextualised within the framework of ELE reforms, which were vital components of the broader Education Sector Reforms programme, initiated in Pakistan between 2001 and 2005. As part of these ELE reforms, a revised curriculum for English language instruction was introduced, promoting a comprehensive set of pedagogical principles that prioritise communicative, learner-centred, and inductive teaching approaches. Thirty-six English language lessons by twelve teachers were observed to assess their adherence to the pedagogical practices stipulated by the national curriculum. Additionally, post-observation interviews were conducted with the teachers to explore their reasoning behind the pedagogical strategies they employed or avoided in their instruction. The findings reveal a low level of compliance (29 %) with the recommended pedagogical policy. Key factors contributing to this compliance gap include exam-related pressures, institutional challenges, infrastructure limitations, and students’ low proficiency in English. The study has important implications for education policymakers, curriculum developers, administrators, and teachers.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103872"},"PeriodicalIF":5.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364591","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

Corrigendum to “Technology-mediated online EMI professional development: Developing faculty self-efficacy and teaching practice through the community of inquiry framework” [System 133 (2025) 103727] “技术介导的在线EMI专业发展：通过探究框架社区发展教师自我效能感和教学实践”[System 133(2025) 103727]的勘误表

IF 5.6 1区文学

System Pub Date : 2026-01-01 Epub Date: 2025-11-04 DOI: 10.1016/j.system.2025.103903

Lu-Chun Lin , Wenli Tsou

引用次数: 0

AI, representation, and critical digital literacy: Navigating visual bias in the digital age 人工智能，代表性和批判性数字素养：在数字时代导航视觉偏见

IF 5.6 1区文学

System Pub Date : 2026-01-01 Epub Date: 2025-10-22 DOI: 10.1016/j.system.2025.103896

Csilla Weninger, Huimin Xu

{"title":"AI, representation, and critical digital literacy: Navigating visual bias in the digital age","authors":"Csilla Weninger, Huimin Xu","doi":"10.1016/j.system.2025.103896","DOIUrl":"10.1016/j.system.2025.103896","url":null,"abstract":"<div><div>The rapid development and widespread availability of affordable AI-powered tools have necessitated a rethinking of what it means to be critically literate in the digital world. The proliferation of consumer-friendly AI tools has surfaced concerns for everyday users including the reliability of AI-generated information, questions of techno-agency, ethical considerations and biases encoded in large-language models. Our notion of critical digital literacy needs to address these new concerns. This paper reports on a small-scale study designed to foster Singapore university students’ critical digital literacies, with a focus on raising awareness to visual bias in AI-generated images. Seventeen students, enrolled in an undergraduate course on digital and media literacy, participated in the study. The research was guided by the question: How do students critically engage with text-to-image AI tools with regards to visual bias? The main data source was a report by each student based on their interactions with the AI tool to explore images generated on social groups chosen by each student. Results indicated that promisingly, most students were able to identify biases in terms of the stereotypical portrayals of groups based on demographic categories. However, their reports revealed varying depths of critical engagement in terms of the reasons they identified for the existence of bias, the impact of bias and the solutions suggested to counter stereotypes. The paper concludes by arguing that visual literacy, along with an understanding of the basic mechanisms of machine learning, are crucial components in critically navigating image-generating AI technology.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103896"},"PeriodicalIF":5.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364493","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

Learning new collocations: The effects of grouping and language of instruction 学习新的搭配：分组和教学语言的效果

IF 5.6 1区文学

System Pub Date : 2026-01-01 Epub Date: 2025-10-17 DOI: 10.1016/j.system.2025.103873

Ronit Breslaw, Batia Laufer

引用次数: 0

Corrigendum to “The impact of AI chatbots on EFL learners’ oral proficiency and willingness to communicate” [System 136 (2026) 103919] “人工智能聊天机器人对英语学习者口语能力和交流意愿的影响”[System 136(2026) 103919]的勘误表

IF 5.6 1区文学

System Pub Date : 2026-01-01 Epub Date: 2025-12-04 DOI: 10.1016/j.system.2025.103939

Wenrui Zhang

引用次数: 0

Effects of corrective feedback timing on EFL beginners’ learning of request strategies 纠正性反馈时机对英语初学者请求策略学习的影响

IF 5.6 1区文学

System Pub Date : 2026-01-01 Epub Date: 2025-10-18 DOI: 10.1016/j.system.2025.103878

Jianjing Tian, Qingping Li

{"title":"Effects of corrective feedback timing on EFL beginners’ learning of request strategies","authors":"Jianjing Tian, Qingping Li","doi":"10.1016/j.system.2025.103878","DOIUrl":"10.1016/j.system.2025.103878","url":null,"abstract":"<div><div>Despite growing attention to the role of corrective feedback timing in morphosyntax, its effects on pragmatics remain underexplored. To fill this gap, this study examined the effects of immediate versus delayed feedback on the acquisition of request-making strategies among adolescent beginners of English. 104 eighth-grade students from four intact classes were randomly assigned to four groups: immediate feedback, delayed feedback, no-feedback, and control. The control group took only the pretest and posttests. The other three groups performed identical tasks; however, only the immediate and delayed feedback groups received feedback, thereby allowing us to isolate the effects of feedback and effectively compare immediate versus delayed feedback. Results showed that the immediate group showed superior performance in production, whereas the delayed group demonstrated stronger long-term retention in recognition. Notably, these differences emerged only in indirect requests (as opposed to direct requests) and high-weightiness scenarios, which demand greater mitigation for politeness than low-weightiness scenarios. These findings suggest that feedback timing efficacy may be moderated by test modality, request type, and scenario setting in L2 pragmatics learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103878"},"PeriodicalIF":5.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145326259","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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