IF 5.6 1区文学

System Pub Date : 2025-09-29 DOI: 10.1016/j.system.2025.103856

Yue Peng , Sihan Zhou

{"title":"Can emotion regulation pave the way to academic buoyancy? Evidence from Chinese university students in EMI programs","authors":"Yue Peng , Sihan Zhou","doi":"10.1016/j.system.2025.103856","DOIUrl":"10.1016/j.system.2025.103856","url":null,"abstract":"<div><div>Learning through English-medium instruction (EMI) with daily academic challenges and setbacks is an emotion-intensive experience, making it essential to support learners in developing buoyancy through adaptive and effective emotion regulation strategies. This qualitative study investigates the emotion regulation strategies employed by EMI learners and how these strategies contribute to academic buoyancy. Data were collected through semi-structured interviews and weekly reflective journals from 13 university students in China. Based on a combination of inductive and deductive analysis, the study reveals that students utilized a diverse array of emotion regulation strategies covering the four categories in Pekrun's (2006) taxonomy. Moreover, the findings indicate that different strategic emotion regulation behaviors led to varying levels of academic buoyancy, from high buoyancy, characterized by study enhancement, through moderate buoyancy, exemplified by study persistence, to low buoyancy, which manifested as resistance and dropout. In light of these findings, EMI programs should incorporate training designed to help students better understand and regulate their emotions. Most importantly, such programs should focus on leveraging effective emotion regulation strategies to enhance academic buoyancy, thereby promoting overall student success.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103856"},"PeriodicalIF":5.6,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222818","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

University EFL instructors’ engagement with generative AI: A cross-cultural analysis 大学英语教师参与生成人工智能：跨文化分析

IF 5.6 1区文学

System Pub Date : 2025-09-29 DOI: 10.1016/j.system.2025.103861

Safaa M. Abdelhalim , Asma A. Alsahil , Clare Baek , Mark Warschauer

{"title":"University EFL instructors’ engagement with generative AI: A cross-cultural analysis","authors":"Safaa M. Abdelhalim , Asma A. Alsahil , Clare Baek , Mark Warschauer","doi":"10.1016/j.system.2025.103861","DOIUrl":"10.1016/j.system.2025.103861","url":null,"abstract":"<div><div>Anchored in a framework that merges the Technology Acceptance Model (TAM) with Sociocultural Theory (SCT), this study investigates how university EFL instructors in Saudi Arabia, Egypt, Mexico, and Turkey are integrating Generative AI (GenAI) tools into their practice. The analysis moved beyond the simplistic view that technology uniformly enhances learning. Instead, it considered pedagogical beliefs, individual attitudes toward GenAI, the perceived strength of institutional support, the level of trust in the tools, and the core TAM constructs. A cross-sectional survey data from 307 instructors, 210 of whom indicated they were actively deploying GenAI in their classes, were analyzed. Results uncovered cross-national variation in pedagogical orientation and institutional affordances. Mexican and Turkish participants tended to favor constructivist approaches, while Saudi and Egyptian colleagues were more rooted in transmissive pedagogies. Constructivist orientations were consistently linked to higher ratings of perceived utility and ease of use. Attitudes toward GenAI proved to be the strongest predictor of intention to use, which, together with perceived usefulness, also predicted actual classroom use. In contrast, perceived trust and institutional support did not manifest as direct drivers of use, highlighting a gap between what instructors intend and what they enact. By merging TAM cognitive orientation with SCT emphasis on the wider sociocultural setting, the research contributes a layered understanding of the factors shaping GenAI uptake in EFL settings. The findings underscore a mix of opportunities and challenges, stressing the need for belief-sensitive professional development, culturally responsive policies, and ethically informed design of AI tools for language education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103861"},"PeriodicalIF":5.6,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222819","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

Impacts of GenAI-assisted collaborative prewriting on university EFL students’ interactions with GenAI, outline quality, and task motivation GenAI辅助协作预写对大学英语学生与GenAI互动、大纲质量和任务动机的影响

IF 5.6 1区文学

System Pub Date : 2025-09-27 DOI: 10.1016/j.system.2025.103857

Jun Wang , Kai Guo

{"title":"Impacts of GenAI-assisted collaborative prewriting on university EFL students’ interactions with GenAI, outline quality, and task motivation","authors":"Jun Wang , Kai Guo","doi":"10.1016/j.system.2025.103857","DOIUrl":"10.1016/j.system.2025.103857","url":null,"abstract":"<div><div>The integration of generative artificial intelligence (GenAI) tools in English as a foreign language (EFL) writing instruction has gained significant traction. However, existing research has mainly concentrated on the revision stage of writing, with limited exploration of how GenAI can support students during the prewriting phase, particularly in developing outlines. This study investigated the effects of a novel learning approach—GenAI-assisted collaborative prewriting (GACP)—and conducted a comparative analysis with GenAI-assisted individual prewriting (GAIP). The focus was on students' interactions with GenAI, the quality of their outlines, and their task motivation. Employing a within-subjects design, this study involved sixty-nine Chinese undergraduates. We collected and analyzed multiple data sources, including chat histories between students and a GenAI tool, writing outlines, and post-task questionnaires. The results revealed that students' objectives for using GenAI in outline creation were largely consistent across both conditions, with brainstorming emerging as the most common goal. Notably, peer collaboration was found to facilitate more effective prompts for eliciting desired responses from GenAI and to mitigate potential misuse of the tool. Additionally, GACP led to higher content quality in outline writing, although improvements in organization and language were less pronounced. Furthermore, students in the GACP setting reported greater confidence in their writing outcomes, although no statistically significant differences in overall task motivation were observed. These findings enhance our understanding of GenAI's potential in supporting EFL writing and suggest that collaborative use of GenAI can further enrich student learning experiences.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103857"},"PeriodicalIF":5.6,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222820","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

Deferred multimodal input enhances L2 listening and fast-speech adaptation: A predictive coding perspective 延迟多模态输入增强第二语言听力和快速语音适应：一个预测编码的观点

IF 5.6 1区文学

System Pub Date : 2025-09-27 DOI: 10.1016/j.system.2025.103852

Mayumi Kajiura , Adam Smith , Toru Kinoshita

{"title":"Deferred multimodal input enhances L2 listening and fast-speech adaptation: A predictive coding perspective","authors":"Mayumi Kajiura , Adam Smith , Toru Kinoshita","doi":"10.1016/j.system.2025.103852","DOIUrl":"10.1016/j.system.2025.103852","url":null,"abstract":"<div><div>For learners who find reading easier than listening and struggle to keep up with the speed of native speakers, listening practice that emphasizes linking sounds to written words and adapting to speech rate is essential. This study investigates the effects of <em>deferred multimodal presentation</em>, an input method that temporally separates reading and listening. Unlike simultaneous input (e.g., reading-while-listening), this sequential approach reduces cognitive load by preventing split attention and facilitates auditory decoding by leveraging prior information from another modality. Ninety-nine Japanese EFL learners, including a control group, engaged in five days of structured practice under one of four conditions: (1) normal-rate audio only, (2) fast-rate audio only, (3) transcript reading followed by normal-rate audio, or (4) transcript reading followed by fast-rate audio. Posttest results after the five-day practice sessions showed that transcript-supported listening—particularly when followed by fast-rate audio—led to greater improvements in both listening proficiency and adaptation to fast speech compared to audio-only conditions. These findings suggest that deferred multimodal input enhances predictive coding—the brain's mechanism for inferring incoming information based on prior knowledge—and supports the consolidation of meaning retrieval. Through such practice, learners can form sound–meaning integrated representations, ultimately improving their listening proficiency.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103852"},"PeriodicalIF":5.6,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145160059","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 differential effects of emotion regulation strategies on L2 achievement emotions: A structural equation modelling approach 情绪调节策略对二语成就情绪的差异影响：结构方程建模方法

IF 5.6 1区文学

System Pub Date : 2025-09-26 DOI: 10.1016/j.system.2025.103854

Deliang Man , Qian Zhou , Li Zhang

{"title":"The differential effects of emotion regulation strategies on L2 achievement emotions: A structural equation modelling approach","authors":"Deliang Man , Qian Zhou , Li Zhang","doi":"10.1016/j.system.2025.103854","DOIUrl":"10.1016/j.system.2025.103854","url":null,"abstract":"<div><div>Despite the burgeoning interest in emotional well-being, few studies have considered how students strategically manage their emotions in L2 learning. Informed by the ERAS model (Harley et al., 2019), this study surveyed the emotion regulation (ER) strategies deployed by a cohort of L2 learners (<em>N</em> = 403) as they prepared for a high-stakes English proficiency test. The focus is on the differential effects of five types of ER strategies (i.e., situation selection, situation modification, attention redirection, cognitive change, and response modulation) on three achievement emotions (i.e., enjoyment, anxiety, and boredom). The study shows that students tended to rely most on attention redirection and least on cognitive change in their test preparation. However, structural equation modelling showed that situation modification and response modulation were associated with higher levels of positive emotion and lower levels of negative emotions, suggesting they may be the most effective ER strategies in L2 contexts. Attention redirection significantly and positively predicted all three emotions. The other two strategies (situation selection and cognitive change) were suggested to intensify negative emotions and diminish positive emotion. ER strategies explained the largest proportion of variance in enjoyment, followed by anxiety and boredom. This study has implications for emotion regulation interventions.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103854"},"PeriodicalIF":5.6,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145134827","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

Harnessing AI in academic writing: The complex interplay of AI literacy and self-directed learning among university L2 learners 在学术写作中利用人工智能：大学第二语言学习者中人工智能素养和自主学习的复杂相互作用

IF 5.6 1区文学

System Pub Date : 2025-09-25 DOI: 10.1016/j.system.2025.103855

Jian Xu

{"title":"Harnessing AI in academic writing: The complex interplay of AI literacy and self-directed learning among university L2 learners","authors":"Jian Xu","doi":"10.1016/j.system.2025.103855","DOIUrl":"10.1016/j.system.2025.103855","url":null,"abstract":"<div><div>With the advancement of AI in the field of second/foreign (L2) language writing, AI literacy has garnered increasing attention. This study investigated how AI literacy influences self-directed learning (SDL) in the context of academic English writing among Chinese university students and how they perceived AI literacy, SDL, and their relationships. Questionnaire and interview data were collected and analyzed using structural equation modeling as well as open and axial coding. The quantitative results showed that the awareness of AI and ethical considerations positively predicted SDL, while the AI usage negatively predicted SDL, and evaluation had no significant relationship with SDL. The qualitative findings revealed that students found AI tools beneficial for completing academic writing tasks such as summarization and translation, emphasizing time efficiency and improved coherence. Additionally, they acknowledged AI's effectiveness in providing timely written feedback and improving textual transitions. However, concerns were raised about the subject-specific reliability of AI, potential academic misconduct, and the impact on creativity, highlighting both the positive and negative impacts of AI literacy on SDL. Overall, the qualitative findings largely corroborated the quantitative results. The pedagogical implications are then discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103855"},"PeriodicalIF":5.6,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145134826","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

When extending wait-time is not enough for student participation: Eliciting student responses during L2 whole-class speaking 当延长等待时间不足以让学生参与时：引出学生在第二语言全班演讲中的反应

IF 5.6 1区文学

System Pub Date : 2025-09-25 DOI: 10.1016/j.system.2025.103841

Duygu Güneş , Ufuk Girgin

{"title":"When extending wait-time is not enough for student participation: Eliciting student responses during L2 whole-class speaking","authors":"Duygu Güneş , Ufuk Girgin","doi":"10.1016/j.system.2025.103841","DOIUrl":"10.1016/j.system.2025.103841","url":null,"abstract":"<div><div>This study investigates the strategies Second Language (L2) English teachers use to pursue student responses when Extended Wait-Time (EWT) proves ineffective in leading to student participation during whole-class speaking. Benefitting from an EWT as a feature of Classroom Interactional Competence (CIC) is essential for language teachers to reinforce the use of the target language and create learning opportunities. Several studies focusing on the employment of EWTs in different contexts have revealed that three to 5 s of EWT leads to student involvement. However, the sequential strategies that L2 English teachers employ in the post-extended wait-time context have not yet been investigated in great detail. This study, therefore, aims to unfold the management strategies of an L2 English teacher to pursue student responses when her EWTs fail to involve students through the lens of Conversation Analysis (CA). The examination of 17 h of video recordings from three L2 English classrooms reveals that the teacher employs various interactional strategies to enhance student engagement when her EWTs are insufficient, including using question broadening, hinting, narrowed-down repetition, and drawing on a range of multimodal resources (such as pedagogical artifact and embodied behavior). While EWTs remain a valuable tool, this study emphasizes the need for teachers to have a repertoire of additional strategies to elicit student participation. As such, it has direct implications for CIC.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103841"},"PeriodicalIF":5.6,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145134825","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

Beyond emotional exhaustion: Mapping proximal profiles and distal triggers of second language burnout in Chinese high school students 超越情绪耗竭：绘制中国高中生第二语言倦怠的近端特征和远端触发因素

IF 5.6 1区文学

System Pub Date : 2025-09-24 DOI: 10.1016/j.system.2025.103850

Hanwei Wu, Yuehai Xiao, Wentao Liu

{"title":"Beyond emotional exhaustion: Mapping proximal profiles and distal triggers of second language burnout in Chinese high school students","authors":"Hanwei Wu, Yuehai Xiao, Wentao Liu","doi":"10.1016/j.system.2025.103850","DOIUrl":"10.1016/j.system.2025.103850","url":null,"abstract":"<div><div>Recently, burnout has attracted growing attention from psycholinguists due to the “emotional wave” in second language (L2) education. However, the triggers of burnout, especially among high school L2 learners, remain largely unknown. To address this gap, this explanatory sequential mixed-methods study, drawing on the control-value theory (CVT), aims to thoroughly explore both its proximal and distal antecedents among 411 Chinese high school L2 learners. Quantitatively, latent profile analysis (LPA), conducted using Mplus 8.7, identified four profiles as proximal antecedents: P1 (8.3 %): low control, low intrinsic value, low extrinsic value; P2 (52.1 %): moderate control, moderately high intrinsic value, moderately high extrinsic value; P3 (13.69 %): low control, moderately low intrinsic value, moderately high extrinsic value; and P4 (26.09 %): high control, high intrinsic value, high extrinsic value. The subsequent analysis using the modified Bolck-Croon-Hagenaars (BCH) method revealed that participants in P3 reported the highest levels of burnout, while those in P1 and P2 exhibited identical burnout levels. Participants in P4 experienced the least burnout. Qualitatively, interview data from 25 students analyzed with MAXQDA 2022 identified a series of specific distal antecedents, most of which were associated with perceived control, with some linked to perceived extrinsic value and physical fatigue. Notably, no distal antecedents were related to perceived intrinsic value. The theoretical and pedagogical implications of these findings are discussed, and suggestions for future research are provided.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103850"},"PeriodicalIF":5.6,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145117747","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

Audience awareness and its role in Chinese engineering doctoral students’ L2 English academic writing 受众意识及其在中国工科博士生第二语言英语学术写作中的作用

IF 5.6 1区文学

System Pub Date : 2025-09-24 DOI: 10.1016/j.system.2025.103849

Beibei Ren , Wei Zhu

{"title":"Audience awareness and its role in Chinese engineering doctoral students’ L2 English academic writing","authors":"Beibei Ren , Wei Zhu","doi":"10.1016/j.system.2025.103849","DOIUrl":"10.1016/j.system.2025.103849","url":null,"abstract":"<div><div>The social view of writing accentuates the interpersonal dimensions in academic written discourse. Writers are considered to socially engage readers and negotiate social relations with them in various ways in the act of writing. Therefore, writers' choices of textual representations are essentially mediated by who they construct as audience, and the features of the perceived readership. Given the crucial role of writers' awareness of audience in shaping the writing product, this study examines who two doctoral engineering students constructed as their intended readers in their L2 English academic writing of various genres and the textual features mediated by their perceptions of audience. Drawing on multiple sources of data, including academic writing of various genres and three to four rounds of interviews, the study demonstrated that the participants both took reviewers and readers from the general field into concern as audiences; however, some variation in audience construction was also observed between the participants. Further, the study found that the participants’ audience awareness mediated strategic and purposeful orchestrations of textual features, such as topic selection, wording, and multimodal presentation of information. Implications concerning doctoral academic writing training are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103849"},"PeriodicalIF":5.6,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145117746","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 EFL student writers’ metacognitive awareness in utilizing ChatGPT 了解英语学生作家使用聊天语言时的元认知意识

IF 5.6 1区文学

System Pub Date : 2025-09-22 DOI: 10.1016/j.system.2025.103848

Mark Feng Teng

{"title":"Understanding EFL student writers’ metacognitive awareness in utilizing ChatGPT","authors":"Mark Feng Teng","doi":"10.1016/j.system.2025.103848","DOIUrl":"10.1016/j.system.2025.103848","url":null,"abstract":"<div><div>Understanding metacognition in using generative artificial intelligence (GenAI) for academic writing is a research gap. This mixed-method study of combining survey data with interview insights aims to bridge this gap of understanding EFL learners' metacognitive awareness in utilizing ChatGPT for EFL academic writing feedback and their metacognitive practices and experiences in using ChatGPT to obtain feedback for writing. The research involved 452 EFL undergraduate students enrolled in a semester-long writing course. The quantitative analysis confirmed the validity of the metacognitive awareness scale, providing a robust measure for assessing learners' awareness in using ChatGPT for writing. Complementing these findings, the qualitative analysis of interview data offered a detailed understanding of students' metacognitive awareness. The results revealed varied levels of metacognitive awareness in GenAI use, ranging from simply copying words generated by ChatGPT to effectively leveraging the tool for writing feedback and improvement. These findings underscore the complex interplay between ChatGPT and human writers, emphasizing the need for ethical considerations in its use. The study highlights a need to foster metacognitive awareness to ensure students’ engagement with ChatGPT responsibly, using it as a tool for writing rather than as a substitute for genuine effort.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"135 ","pages":"Article 103848"},"PeriodicalIF":5.6,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222970","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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