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How do pre-service language teachers perceive generative AIs’ affordance?:A case of ChatGPT

IF 4.9 1区文学

System Pub Date : 2025-01-21 DOI: 10.1016/j.system.2025.103606

Yuko Goto Butler, Shiyu Jiang

{"title":"How do pre-service language teachers perceive generative AIs’ affordance?:A case of ChatGPT","authors":"Yuko Goto Butler, Shiyu Jiang","doi":"10.1016/j.system.2025.103606","DOIUrl":"10.1016/j.system.2025.103606","url":null,"abstract":"<div><div>As generative artificial intelligence (AI), such as ChatGPT, becomes prevalent, it presents various ethical and practical challenges for schools. This study explores how students assess ChatGPT's affordances and limitations in academic writing and how these assessments relate to their writing performance, judged by themselves and the course instructor. The study uniquely focuses on international pre-service teachers in a Teaching English to Speakers of Other Languages program in the United States (<em>N</em> = 38), who may use generative AIs in their teaching and studies. The participants completed tasks in an applied linguistics class, including writing essays with and without ChatGPT on the same topic and comparing the two essays. Grounded in the Theory of Affordance, the students' evaluations were coded and analyzed with Epistemic Network Analysis. Results showed that students viewed ChatGPT's affordances and limitations differently according to their writing profiles. Those with lower writing scores or confidence were less critical of ChatGPT, highlighting its merits in language-related elements such as grammatical accuracy and lexical choice. The study suggests the importance of assisting future language teachers in fostering accurate knowledge of AI's affordances and developing balanced views towards AI through professional development, while considering individual differences in their needs and abilities.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103606"},"PeriodicalIF":4.9,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177741","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 : 2025-01-21 DOI: 10.1016/j.system.2025.103602

Duk-In Choi

引用次数: 0

Self-regulation in L2 listening: The role of teacher and learner self-efficacy and the mediating influence of metacognition

IF 4.9 1区文学

System Pub Date : 2025-01-19 DOI: 10.1016/j.system.2025.103598

Keltoum Mansouri , Suzanne Graham

{"title":"Self-regulation in L2 listening: The role of teacher and learner self-efficacy and the mediating influence of metacognition","authors":"Keltoum Mansouri , Suzanne Graham","doi":"10.1016/j.system.2025.103598","DOIUrl":"10.1016/j.system.2025.103598","url":null,"abstract":"<div><div>Strong listening proficiency underpins many aspects of foreign language learning. Yet the role of teacher-related factors in its development and their interaction with learner variables is unclear and underexplored, particularly compared to linguistic factors such as aural vocabulary knowledge (AVK). This study investigated how far the listening proficiency of 186 university English as a Foreign Language learners was predicted by key aspects of self-regulation, namely teacher self-efficacy for teaching listening, learner self-efficacy for listening and learner metacognition. The predictive role of AVK was also investigated alongside these variables, before and after a metacognition and strategy-based intervention implemented by Intervention Group teachers who had been trained prior to the intervention. Data were collected using teacher and learner questionnaires as well as learner listening tests. We show, through sequential multiple regression and mediation analysis, that even after controlling for AVK, both teacher and learner self-efficacy were significant predictors at post-test for the Intervention Group only, while they had an indirect effect through metacognition at pre-test for the sample as a whole. These findings illuminate the complexity of the relationship between teacher and learner self-efficacy, and learner outcomes, as well as the impact teacher professional development may have on that relationship. They thus offer a novel perspective through which to understand L2 listening proficiency and the role of the teacher in its development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103598"},"PeriodicalIF":4.9,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177744","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 effects of two self-regulated learning interventions on Chinese EFL students’ self-regulated writing-strategy use, motivational beliefs, and writing performance

IF 4.9 1区文学

System Pub Date : 2025-01-18 DOI: 10.1016/j.system.2025.103603

Yining Zhang , Yuantzu Chieh

{"title":"The effects of two self-regulated learning interventions on Chinese EFL students’ self-regulated writing-strategy use, motivational beliefs, and writing performance","authors":"Yining Zhang , Yuantzu Chieh","doi":"10.1016/j.system.2025.103603","DOIUrl":"10.1016/j.system.2025.103603","url":null,"abstract":"<div><div>Researchers in the field of second-language (L2) writing have recommended the integration of self-regulated learning (SRL) interventions into standard L2 writing instruction. This quasi-experimental study explores the effects of two SRL interventions – reflective journals only, and reflective journals plus writing portfolios – on L2 writers’ self-regulated strategy use, motivational beliefs, and writing performance. The data were collected twice among 105 freshmen enrolled in an English-writing course in China. Each participant was randomly assigned to one of three conditions: a control group (<em>n</em> = 35), a journal group (<em>n</em> = 35), and a portfolio with journal group (<em>n</em> = 35). Wilcoxon signed-rank tests and Kruskal-Wallis tests were used to examine changes in the measured variables within and across groups. After the intervention, the participants of both experimental conditions exhibited significantly better self-regulated writing-strategy use, motivational beliefs, and writing performance than the control group did. Of the two interventions, however, the one that included writing portfolios was more effective at promoting these measured constructs, and was superior not only at helping learners monitor their learning, but also at encouraging them to take responsibility for the whole learning process cognitively, metacognitively, motivationally, and behaviorally. As well as shedding light on the specific effects of these SRL interventions, this study delineates the nuanced differences between them. Pedagogical recommendations about how best to utilize these interventions are also provided.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103603"},"PeriodicalIF":4.9,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143178530","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

Integrating human expertise with GenAI: Insights into a collaborative feedback approach in translation education

IF 4.9 1区文学

System Pub Date : 2025-01-17 DOI: 10.1016/j.system.2025.103600

Xueying Xu , Fangrui Sun , Wenjie Hu

{"title":"Integrating human expertise with GenAI: Insights into a collaborative feedback approach in translation education","authors":"Xueying Xu , Fangrui Sun , Wenjie Hu","doi":"10.1016/j.system.2025.103600","DOIUrl":"10.1016/j.system.2025.103600","url":null,"abstract":"<div><div>The emergence of Generative AI (GenAI) has facilitated the widespread adoption of personalized feedback with greater efficiency, but also introduced potential inaccuracies and misinformation risks. To mitigate these risks, this study explores a collaborative feedback approach in translation education that integrates GenAI feedback with instructor expertise. Initially, GenAI provided personalized feedback on Chinese-to-English translation assignments. Instructors then reviewed and refined this feedback, focusing on which aspects to endorse and what modifications were necessary. To evaluate the effectiveness of this approach, we analyzed student feedback to identify the advantages and challenges of combining GenAI-generated feedback with instructor-provided insights. Firstly, the instructor-refined feedback provided insights into what GenAI can effectively achieve in providing feedback on translation assignments, as well as the areas where instructor intervention is necessary. Secondly, the study explores the benefits perceived by students regarding GenAI-instructor collaborative feedback, the comparative advantages of this feedback compared to GenAI feedback alone and its limitations. Based on the above analysis, this research highlights the potential of collaborative feedback integrating GenAI with instructor expertise and points out the areas that need attention.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103600"},"PeriodicalIF":4.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177739","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

Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review

IF 4.9 1区文学

System Pub Date : 2025-01-17 DOI: 10.1016/j.system.2025.103599

Hyeseung Jeong , Stephanie Lindemann

{"title":"Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review","authors":"Hyeseung Jeong , Stephanie Lindemann","doi":"10.1016/j.system.2025.103599","DOIUrl":"10.1016/j.system.2025.103599","url":null,"abstract":"<div><div>The intelligibility principle for second language (L2) pronunciation challenges the nativeness principle that suggests that L2 speakers' goal should be nativelike pronunciation. However, in this corpus-supported review of studies based on the intelligibility principle, we show that the understanding of the principle is still underpinned by what we term ideologies of nativeness, which favor speakers of privileged first language (L1) varieties and undermine other L1 and L2 World Englishes speakers. We focus on discourses surrounding the two most prominent keywords: <em>errors</em>, frequently used to describe proficient L2 speech and blame it for compromised intelligibility, and <em>comprehensibility</em>, often uncritically used to gauge listeners’ understanding although it measures subjective perception and can be closely associated with nativeness. Such discourses can obscure a more complete understanding of communication that acknowledges variation in L1 speech and the mutual nature of communication, as well as contribute toward negative perceptions of L2 speakers. Based on our review, we suggest that teachers avoid prescribed pronunciation models, instead helping learners develop their pronunciation based on a broad perceptual repertoire. We further recommend that researchers focus on how communication difficulties are successfully repaired without relying on prescribed pronunciation norms, recognizing mutual responsibility and accountability for intelligibility by all interlocutors.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103599"},"PeriodicalIF":4.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177736","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 retrieval prompts with posterior L1 glossing on novel words learning and processing during L2 reading: An eye-tracking study

IF 4.9 1区文学

System Pub Date : 2025-01-16 DOI: 10.1016/j.system.2025.103596

Yu Wang , Xiang Gao , Min Gui

{"title":"Impact of retrieval prompts with posterior L1 glossing on novel words learning and processing during L2 reading: An eye-tracking study","authors":"Yu Wang , Xiang Gao , Min Gui","doi":"10.1016/j.system.2025.103596","DOIUrl":"10.1016/j.system.2025.103596","url":null,"abstract":"<div><div>To enhance the effects of glossing and retrieval interventions on vocabulary learning during L2 reading, this study investigated how retrieval prompts combined with the use of glossing after a retrieval prompt influenced the learning and processing of unknown words. Using eye-tracking, 51 L2 English learners read a 4693-word story containing 12 target words occurring four times in one of three intervention conditions: (a) full glossing (GGGG) (i.e., target words with L1 gloss on every occurrence); (b) retrieval (GRRR) (i.e., initial glossing followed by three retrieval prompts); and (c) retrieval plus posterior glossing (GRRG) (i.e., initial glossing followed by two retrievals and a feedback glossing). Results showed that (i) GRRR resulted in longer processing time of the target words than GGGG but only enhanced learning of word form; (ii) GRRG resulted in larger learning outcomes in meaning recognition and meaning recall than GRRR and outperformed GGGG in meaning recall and form recognition; and (iii) summed total reading time consistently predicted form recognition, but longer processing times were more likely to result in correct meaning recall in the GGGG condition than in GRRR. The overall positive effect of the GRRG condition suggests that the feedback glossing could reinforce the function of retrieval.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103596"},"PeriodicalIF":4.9,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179020","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

A systematic review of the teaching-research nexus in language teacher education

IF 4.9 1区文学

System Pub Date : 2025-01-16 DOI: 10.1016/j.system.2025.103595

Citing Li, Xinyue Li

{"title":"A systematic review of the teaching-research nexus in language teacher education","authors":"Citing Li, Xinyue Li","doi":"10.1016/j.system.2025.103595","DOIUrl":"10.1016/j.system.2025.103595","url":null,"abstract":"<div><div>The teaching-research nexus has recently drawn increasing scholarly attention in applied linguistics research in response to the disconnection between language research and classroom practice in language teaching. Adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) as selection guidelines, we analyzed the current development of and strategies for the teaching-research nexus in 54 articles selected from 308 empirical and theoretical studies in Social Science Citation Index (SSCI) journals from 2013 to 2024. At the macro level, although policies advocate for the synergy of teaching and research, the top-down implementation of these policies failed to provide concrete support for practitioners and researchers. At the meso level, we examined the pivotal roles of institutional conditions in bridging the teaching-research nexus. At the micro level, we reviewed the positive characteristics of practitioners and researchers and their collaborative efforts to address challenges. The review argues for the need to conduct research and teaching in synergy and to examine how contexts may shape collaboration between researchers and practitioners. We propose a sustainable ecological framework for the teaching-research nexus and conclude with implications for future research on professional development strategies in language education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103595"},"PeriodicalIF":4.9,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143178527","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

Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus

IF 4.9 1区文学

System Pub Date : 2025-01-15 DOI: 10.1016/j.system.2025.103601

Xiuwen Chen, Lan Li

{"title":"Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus","authors":"Xiuwen Chen, Lan Li","doi":"10.1016/j.system.2025.103601","DOIUrl":"10.1016/j.system.2025.103601","url":null,"abstract":"<div><div>This autoethnographic study explores the role of emotion and agency in building the research-teaching nexus of a language other than English (LOTE) teacher over the course of a decade. It draws on multiple data sources provided by a French language teacher at a Chinese research university, including her academic CV, ten years of personal journals, a semi-structured interview, and narrative frames. Ultimately, the study identifies three phases of the link between the teacher’s research and teaching practices, with a particular focus on her perceived professional expertise, time and energy allocation, and the connection between research and teaching content. Specific agentic actions, such as self-talk, engagement with research, and establishing academic connections, are shown to co-occur with positive and/or negative emotions. Our findings also reveal a dynamic interplay between emotion and agency and the ways in which they work together to bridge the teacher’s research-teaching gap. The study discusses the implications of these findings regarding how to establish and strengthen the connection between language teachers’ research and teaching.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103601"},"PeriodicalIF":4.9,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143178528","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

Teachers' AI readiness in Chinese as a Foreign Language education: Scale development and validation

IF 4.9 1区文学

System Pub Date : 2025-01-11 DOI: 10.1016/j.system.2025.103597

Nuoen Li , Yu Liang

{"title":"Teachers' AI readiness in Chinese as a Foreign Language education: Scale development and validation","authors":"Nuoen Li , Yu Liang","doi":"10.1016/j.system.2025.103597","DOIUrl":"10.1016/j.system.2025.103597","url":null,"abstract":"<div><div>The rapid development of artificial intelligence (AI) has presented a promising opportunity to enhance educational practices. To promote the integration of AI in Chinese as a Foreign Language (CFL) education, this study adopted Creswell and Plano Clark's (2011) exploratory instrument design model to develop a CFL Teachers' AI Readiness Scale (CFLT-AIRS) for assessing teachers' propensity to embrace AI technologies. The dimensions and corresponding items were developed through in-depth interviews, literature analysis, expert reviews, and a pilot test in sequence. The initial scale was validated through two rounds of data collection for exploratory factor analysis (EFA) (n = 333) and confirmatory factor analysis (CFA) (n = 353), respectively. The results indicated that CFL teachers' AI readiness can be conceptualized from three perspectives: personal assets (<em>AI-TPACK</em> and <em>technological innovativeness</em>), value-cost beliefs (<em>perceived value</em> and <em>perceived cost</em>), and contextual resource evaluations (<em>institutional</em> support and <em>facilitating condition</em>). Based on the developed 23-item AI readiness scale, the nomological validity was further established by exploring the influences of teachers' AI readiness on satisfaction with AI and continuous intention to use AI. The findings offer a clearer conceptual framework for AI readiness from the teachers' perspective and provide valuable insights into the integration of AI in CFL education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103597"},"PeriodicalIF":4.9,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179019","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