IF 4.9 1区文学

System Pub Date : 2025-07-11 DOI: 10.1016/j.system.2025.103773

Zaibo Long, Ran Zhu

{"title":"A latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy","authors":"Zaibo Long, Ran Zhu","doi":"10.1016/j.system.2025.103773","DOIUrl":"10.1016/j.system.2025.103773","url":null,"abstract":"<div><div>Previous research has highlighted the critical role of the affective dimension in shaping L2 student writing feedback literacy; however, limited attention has been given to how emotional intelligence (EI), conceptualized as a constellation of emotion-related self-perceptions and dispositions, influences L2 student writers' feedback literacy. To fill this gap, this study investigated the relationship between students' EI and L2 writing feedback literacy by exploring how different EI patterns relate to variations in feedback literacy. A sample of 426 students in Chinese higher education institutions was administered the L2 Student Writing Feedback Literacy Scale and the short-form Trait EI Scale. Four EI profiles were identified through latent profile analysis (LPA): Low Emotionality Group, Average Balanced Group, Moderately Low Emotionality Group, and High Stable Group. ANOVA and Welch's Tests revealed significant differences in L2 student writing feedback literacy across most EI profiles. By examining the configuration of dimensions within these profiles, we identified an EI configuration that creates favorable conditions for developing L2 writing feedback literacy in a Chinese higher education context: a combination of lower emotionality, higher well-being, and greater self-control. Implications for L2 writing instruction were discussed based on the findings.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103773"},"PeriodicalIF":4.9,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595490","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

Generative AI tools and empowerment in L2 academic writing 第二语言学术写作中的生成人工智能工具和授权

IF 4.9 1区文学

System Pub Date : 2025-07-11 DOI: 10.1016/j.system.2025.103779

Benjamin Luke Moorhouse , Yuwei Wan , Chenze Wu , Meixin Wu , Tsz Ying Ho

{"title":"Generative AI tools and empowerment in L2 academic writing","authors":"Benjamin Luke Moorhouse , Yuwei Wan , Chenze Wu , Meixin Wu , Tsz Ying Ho","doi":"10.1016/j.system.2025.103779","DOIUrl":"10.1016/j.system.2025.103779","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) developments have ignited interest in how they will impact L2 writers' agency over their academic writing processes. At the same time, higher education (HE) institutions have responded to GenAI by devising policies on their use. Recognizing that L2 writers' processes can be shaped by GenAI, as well as their institutions and instructors' policies, there is a need to understand how L2 writers engage with GenAI tools and negotiate agency as they transition into their studies and find themselves within the boundaries of their HE institution's policies. Through the lens of critical digital literacies (CDL), agency and empowerment, this qualitative study adopted in-depth focus group interviews with a preference selection task to explore how twenty-one post-graduate L2 writers position themselves in relation to GenAI tools and how they and GenAI have been positioned by their instructors. Data were collected within the first month of their post-graduate studies. The findings show that the L2 writers have integrated GenAI into various aspects of their academic writing processes. Their responses suggest that the L2 writers believe the tools empower them and augment their writing abilities. Yet, from a CDL perspective, this may be false empowerment, as the writers showed little critical awareness of how the tools work. At the same time, tensions exist between their perceptions of agency and some of their instructors' GenAI policies. The L2 writers prefer GenAI policies that give them the autonomy to use GenAI flexibly. However, they recognize the need to be accountable for their academic writing and transparent in their GenAI use. Bans on GenAI use were perceived as unfair, restricted agency, and not reflective of GenAI affordances. The findings can inform academic writing training and instructors' policies.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103779"},"PeriodicalIF":4.9,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653572","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

Effects of raters’ professional backgrounds on assessing interpreting quality: An exploratory mixed-methods investigation into rater behavior 评判员专业背景对口译质量评估的影响：一项对评判员行为的探索性混合方法调查

IF 4.9 1区文学

System Pub Date : 2025-07-11 DOI: 10.1016/j.system.2025.103772

Yang Li , Xini Liao , Jia Jia

{"title":"Effects of raters’ professional backgrounds on assessing interpreting quality: An exploratory mixed-methods investigation into rater behavior","authors":"Yang Li , Xini Liao , Jia Jia","doi":"10.1016/j.system.2025.103772","DOIUrl":"10.1016/j.system.2025.103772","url":null,"abstract":"<div><div>Rater effects have received long-term scholarly attention in language performance testing. Presumably, distinct rater effect is indispensable from raters' language and professional backgrounds. However, to the best of our knowledge, the current empirical literature on interpreting testing and assessment (ITA) has been under scarce scrutiny of the relevance between rater behavior and varied professional backgrounds. Drawing on the framework of language teacher cognition, the thread of this exploratory study followed a mixed-methods design to investigate behaviors of raters (N = 9) in the context of ITA. The multi-faceted Rasch model (MFRM) yielded quantitative results regarding rater behavior. Notably, five raters who exhibited abnormal rater behaviors, including extreme severity/leniency, self-(in)consistency, and biased ratings, were selected to participate in a stimulated recall. The qualitative insights helped elucidate the connection between inconsistent rater behaviors and their professional backgrounds. The study identified professional backgrounds as a factor contributing to teacher cognition about their assessment behavior. These findings encourage two wide-open avenues for the AI-augmented ITA research across different raters' identities and the research on raters’ digital competence of using AI in ITA.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103772"},"PeriodicalIF":4.9,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595489","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

EFL learners’ perceptual perezhivaniya and actual writing revision behaviors mediated by GenAI: A sociocultural theory perspective GenAI介导的英语学习者的感知偏差和实际写作修改行为：一个社会文化理论视角

IF 4.9 1区文学

System Pub Date : 2025-07-10 DOI: 10.1016/j.system.2025.103769

Lili Qin , Jingjing Dong

{"title":"EFL learners’ perceptual perezhivaniya and actual writing revision behaviors mediated by GenAI: A sociocultural theory perspective","authors":"Lili Qin , Jingjing Dong","doi":"10.1016/j.system.2025.103769","DOIUrl":"10.1016/j.system.2025.103769","url":null,"abstract":"<div><div>In recent years, Generative Artificial Intelligence (GenAI) has gained prominence as a valuable tool in enhancing EFL learners’ experiences in Second Language Acquisition (SLA). However, empirical studies specifically investigating on GenAI’s role in mediating the revision stage of EFL learners’ L2 writing processes remain scarce. Notably, research exploring the connection between learners’ perceived <em>perezhivaniya</em>—derived from Vygotskyan theory, denoting an individual’<sub>’</sub>s subjective lived experiences—and their actual revision behaviors is particularly limited. To address this lacuna, we employed interviews, Q-methodology, and the <em>Translog</em> screen recording tool to investigate the revision processes of nineteen EFL learners at a university in Southern China as they revised L2 continuation writing tasks using GenAI. A key contribution of this study is the development of a novel seven-dimensional L2 writing revision taxonomy (word choice, content, discourse, syntax, errors, alignment, and typographic elements), which guided both the Q-questionnaire design and the <em>Translog</em> data coding. This framework uniquely facilitated a comparison between perceived <em>perezhivaniya</em> and actual revision behaviors by integrating online revision with offline reflective perceptions, thereby capturing an essential dynamic aspect of the concept of <em>perezhivanie</em>. Results indicated a strong consistency between most of the learners’ perceived experiences and their actual revision behaviors, in <strong>content</strong>, <strong>alignment</strong>, and <strong>typographic</strong> elements. However, for some learners, <strong>alignment</strong>—vital for continuation writing—was frequently overlooked despite its perceptual recognition, highlighting significant pedagogical implications.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103769"},"PeriodicalIF":4.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653578","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 the efficacy of ChatGPT-4 feedback in second language Spanish writing 探讨ChatGPT-4反馈在第二语言西班牙语写作中的效果

IF 4.9 1区文学

System Pub Date : 2025-07-09 DOI: 10.1016/j.system.2025.103771

Dimaris Barrios-Beltran

{"title":"Exploring the efficacy of ChatGPT-4 feedback in second language Spanish writing","authors":"Dimaris Barrios-Beltran","doi":"10.1016/j.system.2025.103771","DOIUrl":"10.1016/j.system.2025.103771","url":null,"abstract":"<div><div>Feedback is essential in language learning, helping students refine their work, build confidence, and develop autonomy. This is especially crucial in the second language (L2) classroom, where timely and targeted input is important for guiding progress. Artificial Intelligence (AI) tools such as ChatGPT-4 have recently gained attention for their potential to enhance this process. This qualitative study examines the use of AI-generated feedback to support writing development among advanced Spanish learners, drawing on thematic analysis of questionnaire responses, writing revisions, and students' reflections. It also explores how AI can complement traditional instructor input by supporting targeted revisions, fostering metacognitive reflection, and enhancing learner agency through critical engagement with feedback. Participants completed pre- and post-treatment questionnaires and a formal writing task, receiving constructive input from both their instructor and ChatGPT-4 before revising their drafts. The AI tool delivered detailed, rubric-aligned feedback across five areas: argumentation, linguistic concepts, research and analysis, grammar and language, and structure and formality. Although students appreciated the efficiency and structure of AI-generated guidance, they consistently valued the personalized, context-sensitive feedback provided by their instructor. Findings highlight generative AI's potential to enhance early-stage drafting by offering immediate and concrete guidance. Still, students expressed skepticism about AI's role in language learning and voiced ethical concerns—including overreliance, uncertainty about how their personal data would be used, a lack of clear institutional policies, and risks related to plagiarism. These insights emphasize the importance of integrating AI literacy into educational practice to ensure these tools are employed critically, ethically, and effectively.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103771"},"PeriodicalIF":4.9,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579579","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

From teachers to influencers: Exploring edu-influencers’ social media practices through uses and gratification theory 从教师到影响者：通过使用和满足理论探索教育影响者的社交媒体实践

IF 4.9 1区文学

System Pub Date : 2025-07-09 DOI: 10.1016/j.system.2025.103774

Lanfang Sun , Keyi Zhou , Lanqing Li , Wai Ming Cheung , Chin-Hsi Lin

{"title":"From teachers to influencers: Exploring edu-influencers’ social media practices through uses and gratification theory","authors":"Lanfang Sun , Keyi Zhou , Lanqing Li , Wai Ming Cheung , Chin-Hsi Lin","doi":"10.1016/j.system.2025.103774","DOIUrl":"10.1016/j.system.2025.103774","url":null,"abstract":"<div><div>The popularity of social-media platforms has led to the emergence of edu-influencers: teachers who actively cultivate large audiences of social-media users and, in many cases, monetize their engagement. However, there has been relatively little empirical investigation of either their motivation or the outcomes of their content-sharing practices, especially in Asian contexts. Understanding Asian edu-influencers’ experiences can therefore be expected to yield fresh perspectives on a range of topics. Accordingly, drawing on uses and gratifications theory, this study recruited 12 edu-influencers specialized in teaching Chinese as a foreign language who had an average of 4835 followers on Xiaohongshu (小红书, “RedNote”), one of China’s largest social-media platforms. Through content analysis of their posts and thematic analysis of semi-structured interview data, this study explores the content they shared and the gratifications they sought and obtained. The results indicated that these Chinese edu-influencers primarily shared teaching-support, career-related support, and personal content. The chief gratifications they sought were filling in information gaps, self-documentation/self-expression, and attaining social recognition or a sense of fulfillment. They also reported that the experience of sharing enhanced their self-efficacy, professional growth, resources, skills, and emotional support, while also shaping their professional and personal goals. Additionally, we identified edu-influencers’ challenges, notably involving algorithms, censorship, and monetization. As well as yielding new understandings of the use of social media in education in an Asian context, these findings have important practical implications for teachers, teacher educators, and policymakers.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103774"},"PeriodicalIF":4.9,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662825","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

Narrative analysis of English language learning in intra-national migration in Korea: A case study on the development of academic literacy 韩国国内移民中英语学习的叙事分析：以学术素养发展为例

IF 4.9 1区文学

System Pub Date : 2025-07-08 DOI: 10.1016/j.system.2025.103767

Eunhae Cho

{"title":"Narrative analysis of English language learning in intra-national migration in Korea: A case study on the development of academic literacy","authors":"Eunhae Cho","doi":"10.1016/j.system.2025.103767","DOIUrl":"10.1016/j.system.2025.103767","url":null,"abstract":"<div><div>This study uses narrative analysis to investigate the ontogenesis of one language learner's understanding of his own experiences. The subject of the study, a Korean college student, demonstrates a development in his understanding of language. Initially, he perceived language as a numerical score, but he gradually came to value it as a tool for conveying meaning, then ultimately reverted to a score-centered perspective. Employing reflective language learning journals and interviews over 16 weeks, this study examines the role of self-reflection in his evolving understanding of language and its learning. Using Vygotsky's frameworks of lived experience, which take cognition and emotion in dialectical unity to push development forward, this study reveals the impact of emotional responses, often triggered by regional disparities in educational resources, on the student's language learning and on his strategies for coping and mastering study skills. As the student navigates language learning while shuttling between two geographic realities, these emotional responses influence both his learning and his educational and occupational choices. By illuminating the intricate socially constructed emotional aspects intertwined with language learning, this research underscores the crucial role emotions play in language acquisition and overall personal growth.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103767"},"PeriodicalIF":4.9,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579578","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

Unpacking the relationship between achievement goals, grit and engagement among Chinese university students: variable- and person-centered approaches 解读中国大学生成就目标、毅力和投入之间的关系：变量和以人为本的方法

IF 4.9 1区文学

System Pub Date : 2025-07-08 DOI: 10.1016/j.system.2025.103766

Gang Yang, Jiayi Liu

{"title":"Unpacking the relationship between achievement goals, grit and engagement among Chinese university students: variable- and person-centered approaches","authors":"Gang Yang, Jiayi Liu","doi":"10.1016/j.system.2025.103766","DOIUrl":"10.1016/j.system.2025.103766","url":null,"abstract":"<div><div>Engagement is pivotal in EFL learning, yet how achievement goals and grit are associated with EFL learners’ engagement remains understudied. This study investigates the associations between achievement goals and engagement via two components of grit, in particular perseverance of effort and consistency of interest. 832 tertiary students from 20 Chinese universities participated in the questionnaire survey using a convenience sampling method. Data analysis was conducted using both variable-centered (structural equation modeling, SEM) and person-centered (latent profile analysis, LPA) approaches. The SEM results revealed a positive association between mastery and performance-approach goals and engagement, mediated by grit facets. Interestingly, the relationship between performance-avoidance goals and engagement was mediated solely by consistency of interest. LPA classified students into three unique profiles according to their achievement goals and grit levels: <em>Motivated and Gritty</em>, <em>Moderately Motivated and Gritty</em>, and <em>Amotivated and Inconsistent</em>. Notably, the <em>Motivated and Gritty</em> group exhibited the most favorable outcomes and the <em>Amotivated and Inconsistent</em> group the least. As this study is correlational in nature, no causal inferences can be drawn. The study also explores the theoretical and practical implications of these findings for advancing in-depth research and optimizing teaching effectiveness.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103766"},"PeriodicalIF":4.9,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570668","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

How social support contributes to self-efficacy and learning achievement: A validation study of secondary EFL learners 社会支持对自我效能感和学习成就的影响：对中学英语学习者的验证性研究

IF 4.9 1区文学

System Pub Date : 2025-07-07 DOI: 10.1016/j.system.2025.103770

Sha Luo , Zhengdong Gan

引用次数: 0

Examining the association between boredom and English achievement in the contexts of self-efficacy and English proficiency levels: A perspective combining the control-value theory and the Island Ridge Curve 自我效能感和英语水平背景下无聊感与英语成绩的关系研究：控制价值理论和岛岭曲线的结合视角

IF 4.9 1区文学

System Pub Date : 2025-07-04 DOI: 10.1016/j.system.2025.103764

Yuyang Cai , Qiaoling Zuo , Qianwen Ge

{"title":"Examining the association between boredom and English achievement in the contexts of self-efficacy and English proficiency levels: A perspective combining the control-value theory and the Island Ridge Curve","authors":"Yuyang Cai , Qiaoling Zuo , Qianwen Ge","doi":"10.1016/j.system.2025.103764","DOIUrl":"10.1016/j.system.2025.103764","url":null,"abstract":"<div><div>Boredom is believed to have a detrimental effect on second/foreign language learning (L2) achievement. Studies on boredom are usually framed under the control-value theory, believing that appraisals of control (e.g., self-efficacy and L2 proficiency) and value (i.e., importance) can diminish boredom and its effect on L2 achievement. However, the associations are mostly assumed to be linear. The Island Ridge Curve (IRC) theory posits nonlinearity between individual attributes and L2 achievement. Combining the control-value theory and the IRC, the current study examined this nonlinearity in the relationship among self-efficacy, boredom, L2 achievement, and L2 proficiency. A total of 400 10th graders from a Chinese high school participated in the study. Data analysis involved three steps: (1) conducting latent profile analysis to identify the latent English proficiency groups; (2) conducting analysis of variance to compare the difference in the level of boredom across different proficiency groups; and (3) conducting multigroup structural equation modeling to explore the variation of the associations among boredom, self-efficacy, and L2 (English) achievement across different proficiency groups. Our results showed that (1) boredom appeared to be higher (though the difference is non-significant) with students in low and high L2 proficiency groups, (2) the association between boredom and English achievement was negative and fluctuated in the negative-null-negative pattern across different proficiency groups, and (3) the association between self-efficacy and boredom was negative and fluctuated in the negative (non-significant)-larger negative-smaller negative pattern. Our results show the value of combining the control-value theory and the IRC to study boredom.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103764"},"PeriodicalIF":4.9,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563549","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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