IF 4.9 1区文学

System Pub Date : 2025-02-21 DOI: 10.1016/j.system.2025.103631

Gyewon Jang , Mahboubeh Rakhshandehroo

{"title":"“I am feeling alive again”: Transformative learning between two female transnational scholars of color through duoethnography","authors":"Gyewon Jang , Mahboubeh Rakhshandehroo","doi":"10.1016/j.system.2025.103631","DOIUrl":"10.1016/j.system.2025.103631","url":null,"abstract":"<div><div>In this study, we, two transnational female scholars of color, explore the dynamics of intercultural interactions initiated through pedagogical collaboration in teaching Collaborative Online International Learning (COIL) courses. Initially focused on our students, our collaboration evolved into a profound exchange as we developed a genuine desire to connect and learn from each other, despite being strangers. From July 2022 to March 2024, we engaged in duoethnographic dialogues, examining our intersecting identities and experiences across time, space, and context. Drawing on critical interculturality, we explored how these conversations deepened our understanding of selves in relation to diverse others, including colleagues, students, and the broader global society. Our findings reveal that these conversations, serving as a site for critical friendship and co-mentorship, enabled us to develop critical reflexive approaches to confront our disparities, inequalities, and vulnerabilities within and across our identities as women and ‘non-native’ English speakers in English-medium higher education settings in the U.S. and Japan. This collaborative practice transformed us into critically engaged intercultural selves. Our study illustrates the potential of duoethnography as a powerful tool for promoting critical interculturality among educators and scholars, fostering both intellectual growth and personal and collective transformation.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103631"},"PeriodicalIF":4.9,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143473940","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 task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production

IF 4.9 1区文学

System Pub Date : 2025-02-21 DOI: 10.1016/j.system.2025.103629

Mahmoud Abdi Tabari , Seyyed Ehsan Golparvar , Sima Khezrlou

{"title":"The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production","authors":"Mahmoud Abdi Tabari , Seyyed Ehsan Golparvar , Sima Khezrlou","doi":"10.1016/j.system.2025.103629","DOIUrl":"10.1016/j.system.2025.103629","url":null,"abstract":"<div><div>Previous studies on task repetition (TR) shed light on its role in enhancing L2 task performance. However, the role of TR in L2 writing remains unexplored, and past research has mainly focused on cognitive aspects, neglecting affective individual differences (IDs), such as anxiety and self-efficacy. This study investigates TR's impact on L2 writing self-efficacy, L2 writing anxiety, and L2 written production. A hundred L2 learners at a US university completed initial questionnaires about general L2 writing anxiety and self-efficacy. They performed a written argumentative task, repeating it three times at one-week intervals. Essays at four-time points were analyzed for syntactic complexity, accuracy, lexical complexity, and fluency (CALF), as well as content and organization, and triangulated with questionnaire data using linear mixed-effects modeling. The results showed that TR significantly increased writing self-efficacy over time. The relationship between writing anxiety and writing self-efficacy was non-linear; specifically, as writing anxiety increased, writing self-efficacy decreased, and vice versa. TR also enhanced lexical diversity (MTLD) over time. Increased self-efficacy positively influenced sub-clausal complexity (DC/T) but reduced writing fluency (WPM), while higher writing anxiety decreased lexical sophistication. Finally, TR and the growth of general writing anxiety and self-efficacy did not influence the development of content and organization scores.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103629"},"PeriodicalIF":4.9,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143473941","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

Fun, money, and mom: Japanese EMI students’ desire to study abroad

IF 4.9 1区文学

System Pub Date : 2025-02-20 DOI: 10.1016/j.system.2025.103619

Allie Spencer Patterson , Thomas Brotherhood , Gene Thompson

{"title":"Fun, money, and mom: Japanese EMI students’ desire to study abroad","authors":"Allie Spencer Patterson , Thomas Brotherhood , Gene Thompson","doi":"10.1016/j.system.2025.103619","DOIUrl":"10.1016/j.system.2025.103619","url":null,"abstract":"<div><div>This study explores trends in desire to study abroad and factors that mediate this desire for Japanese students in an English medium instruction (EMI) context. Prior research has shown L2 skill development as the strongest mediating factor driving desire to study abroad for L2 learners in Japan, and Japanese government statistics have identified a nationwide decrease in motivation to study abroad. However, whether these trends and mediating factors extend to higher proficiency EMI students has yet to receive attention in the literature. To address this, first, longitudinal multiple regression on six years of data found that desire to study abroad was not declining over time within this context in contrast with government statistics. Second, in an iterative mixed methods study, comparative fun (i.e., greater potential fun in comparison to staying home) was found to be the strongest predictor of desire to study abroad alongside experiential fun, parental influence, and financial considerations. L2 variables were found to only play a minor role in EMI students' desire to study abroad. These findings may suggest that when students have achieved their language skill goals through EMI study, affective, and financial considerations mediate their desire to study abroad instead of further L2 development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103619"},"PeriodicalIF":4.9,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143452906","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

Testing university students’ morphological awareness of English as a second-language

IF 4.9 1区文学

System Pub Date : 2025-02-17 DOI: 10.1016/j.system.2025.103626

Lieke Stoffelsma , Isaac N. Mwinlaaru , Wilbert Spooren

{"title":"Testing university students’ morphological awareness of English as a second-language","authors":"Lieke Stoffelsma , Isaac N. Mwinlaaru , Wilbert Spooren","doi":"10.1016/j.system.2025.103626","DOIUrl":"10.1016/j.system.2025.103626","url":null,"abstract":"<div><div>The recent surge in the morphological awareness literature targeting ESL university students has two limitations: most studies come from Asia, and measures used lack validation within ESL university contexts. The present study expands ESL research towards Africa. We investigated whether linguistic measures of morphological knowledge, normed on monolingual American students, can produce reliable and valid scores when used among English second-language (ESL) students in Ghana. 454 ESL university students completed the Nonword Sentence Completion task (NWSC) and the Derivational Suffix Task (DST). Results show that the NWSC task, although relatively easy, proved a reliable and valid test for Ghanian ESL students. The DST was reliable, but not sufficiently valid. Additionally, morphosyntactic features of the test items were analysed in relation to the results. Our expectation that items with simple morphosyntactic characteristics are easier than those with complex morphosyntactic characteristics was not confirmed, suggesting that the effect of morphosyntactic variables on linguistic complexity in derived words (lexical density, word frequency, sentence length, levels of shift) may be due to the measurement tasks used in this study. The study proposes a framework as to how existing language tests (in any language), developed for L1 populations, can be normed in L2 regions.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103626"},"PeriodicalIF":4.9,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143479348","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

Impact of group work environment and size on L2 motivation in project-based learning

IF 4.9 1区文学

System Pub Date : 2025-02-15 DOI: 10.1016/j.system.2025.103621

Mitsuko Tanaka

{"title":"Impact of group work environment and size on L2 motivation in project-based learning","authors":"Mitsuko Tanaka","doi":"10.1016/j.system.2025.103621","DOIUrl":"10.1016/j.system.2025.103621","url":null,"abstract":"<div><div>Group work is often employed in second language (L2) classrooms that focus on project-based learning (PBL). While the significance of group properties in facilitating effective collaboration is widely recognized, the influence of both group size and variations in group work environments on L2 motivation remains inadequately understood within this context. Additionally, although individual learner factors are known to affect L2 motivation, the role of the group work environments in moderating these effects has been less explored. This study aimed to address these gaps by analyzing data from 154 Japanese university students engaged in L2 group work as part of a semester-long PBL framework. The students’ questionnaire responses were analyzed using hierarchical linear modeling, a multilevel analytical approach. The results revealed significant differences in L2 motivation across groups, depending on the quality of the group work environment. However, group size did not influence L2 motivation, nor did the impact of individual differences on L2 motivation vary based on the group work environment. These findings underscore the distinct contributions of both contextual factors and individual characteristics to L2 motivation in a PBL setting.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103621"},"PeriodicalIF":4.9,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420376","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

Technology-enhanced self-regulation training: A dynamic training model to facilitate second language Vietnamese learners’ self-regulated writing skills

IF 4.9 1区文学

System Pub Date : 2025-02-14 DOI: 10.1016/j.system.2025.103625

Thi Thanh Thao Tran , Qing Ma

{"title":"Technology-enhanced self-regulation training: A dynamic training model to facilitate second language Vietnamese learners’ self-regulated writing skills","authors":"Thi Thanh Thao Tran , Qing Ma","doi":"10.1016/j.system.2025.103625","DOIUrl":"10.1016/j.system.2025.103625","url":null,"abstract":"<div><div>In this mixed-methods study, we investigated the impact of technology-enhanced self-regulation training on the academic writing performance of second language Vietnamese students. Data were gathered from 78 undergraduates attending an academic writing course at a Vietnamese state university. The experimental group underwent 15-week training in technology-enhanced, self-regulated writing processes, while the control group received conventional academic writing instruction with the same duration. Both groups participated in pre- and post-training writing assessments; focus group discussions with selected participants from the experimental group were held to gauge their perception of the technology-enhanced, self-regulated writing training. The quantitative results indicate that the experimental group surpassed the control group in overall writing test scores, sub-component scores (including content, organization, vocabulary, and grammar), and the three facets of lexical richness (i.e., lexical density, sophistication, and diversity). The interview findings suggest that the training improved factors vital for self-regulated writing, including writing confidence, motivation, the use of individualized writing strategies, and technology autonomy. This study demonstrates that second language students can successfully engage with technology-enhanced self-regulation training to improve their self-regulation of academic writing in English. These findings offer valuable insights for second language educators concerning the incorporation of technology-enhanced self-regulation training in their writing instruction.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103625"},"PeriodicalIF":4.9,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446017","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

Task-based language teaching and the timing of written corrective feedback: The role of language aptitude and working memory

IF 4.9 1区文学

System Pub Date : 2025-02-13 DOI: 10.1016/j.system.2025.103622

Gabriel Michaud (Assistant Professor) , Kim McDonough

{"title":"Task-based language teaching and the timing of written corrective feedback: The role of language aptitude and working memory","authors":"Gabriel Michaud (Assistant Professor) , Kim McDonough","doi":"10.1016/j.system.2025.103622","DOIUrl":"10.1016/j.system.2025.103622","url":null,"abstract":"<div><div>Immediate written corrective feedback (CF) is increasingly popular in second language (L2) classrooms because it allows teachers to provide CF to students while they are writing (Aubrey & Shintani, 2021). However, this can increase cognitive load as students process CF while writing (Kellogg, 1996). Research indicates that working memory's role varies with different types of CF (Li & Roshan, 2019). Grounded in Task-Based Language Teaching, which emphasizes meaningful communication and task engagement (Ellis, 2003), this study examined the influence of working memory and language aptitude on the effectiveness of immediate and delayed CF during collaborative writing tasks. Seventy-six university students learning French as an L2 participated in two collaborative writing tasks under three conditions, focusing on the French past tense. The first group received immediate written CF with metalinguistic comments during writing, the second received the same CF one week later, and the third, a task-only group, did not receive any CF. Furthermore, students individually wrote three texts as pretests, immediate posttests, and delayed posttests, and completed the LLAMA F test for language aptitude and a backwards digit span task for working memory. Results indicated that working memory predicted posttest performance only for the immediate CF group. For the delayed CF group, higher language aptitude negatively predicted posttest performance.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103622"},"PeriodicalIF":4.9,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446016","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 : 2025-02-13 DOI: 10.1016/j.system.2025.103614

Zheng Gu , Xuesong (Andy) Gao

引用次数: 0

If only I had selected a different job: Exploring causes, consequences, and profiles of language teacher regret

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103624

Fattaneh Alirezaei Alavijeh, Nourollah Zarrinabadi

引用次数: 0

Strengthening the nexus of research and practice in CELTA pronunciation instruction

IF 4.9 1区文学