IF 4.9 1区文学

System Pub Date : 2025-05-13 DOI: 10.1016/j.system.2025.103720

Wei Gao, Bingliang Xu

{"title":"Effects of multi-turn xu-based comparative continuation writing on the development of phraseological complexity: A bigram-based longitudinal study","authors":"Wei Gao, Bingliang Xu","doi":"10.1016/j.system.2025.103720","DOIUrl":"10.1016/j.system.2025.103720","url":null,"abstract":"<div><div>This study examined the impacts of multi-turn <em>xu</em>-based comparative continuation writing on the development of Chinese EFL learners’ phraseological complexity. The participants were 75 first-year high-school students assigned to a comparative continuation writing group (n = 38) and an independent writing group (n = 37). Each group completed 8 turns of writing in 15 weeks, and 600 essays were collected and analyzed. Linear mixed-effects models were employed to track the participants’ production of bigrams in respect to two key dimensions of phraseological complexity, that is, diversity as measured by Moving Average Type-Token Ratio (MATTR) and sophistication as measured by Pointwise Mutual Information (PMI). The results revealed that compared to the independent writing, the comparative continuation writing significantly improved the diversity and sophistication of bigrams, reduced the proportions of non-collocational bigrams and increased the use of bigrams with high association strengths. This paper concluded with pedagogical implications for incorporating the <em>xu</em>-based approach into EFL education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103720"},"PeriodicalIF":4.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089313","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 latent profile analysis of Informal Digital Learning of English: Emotion regulation strategies as predictors and willingness to communicate as outcomes 非正式数字英语学习的潜在特征分析：情绪调节策略作为预测因素和沟通意愿作为结果

IF 4.9 1区文学

System Pub Date : 2025-05-13 DOI: 10.1016/j.system.2025.103686

Shanshan Guo, Huijie Yao, Ju Seong Lee

{"title":"A latent profile analysis of Informal Digital Learning of English: Emotion regulation strategies as predictors and willingness to communicate as outcomes","authors":"Shanshan Guo, Huijie Yao, Ju Seong Lee","doi":"10.1016/j.system.2025.103686","DOIUrl":"10.1016/j.system.2025.103686","url":null,"abstract":"<div><div>While Informal Digital Learning of English (IDLE) is gaining research attention, few studies adopt a person-centered approach to capture its complexity. This study employed latent profile analysis (LPA) to explore receptive and productive IDLE patterns among Chinese undergraduate English as a Foreign Language (EFL) learners. Building on the Process Model of Emotion Regulation (PMER) and the Willingness to Communicate (WTC) model, the study examined how emotion regulation strategies (i.e., cognitive reappraisal and expressive suppression) predicted profile membership and how each profile was associated with learners’ WTC in digital and non-digital contexts. LPA of 829 IDLE participants (IDLErs) identified three profiles: Moderate IDLErs, Active IDLErs, and Passive IDLErs. Cognitive reappraisal significantly predicted learners’ profile membership in all three profiles, with more frequent use of this strategy linked to more active profiles. Expressive suppression significantly distinguished Passive IDLErs from Active IDLErs, with Passive IDLErs showing lower levels. However, it did not differentiate Moderate IDLErs from the other two groups. Active IDLErs reported the highest WTC in digital and non-digital contexts, followed by Moderate IDLErs, with Passive IDLErs exhibiting the lowest levels. Further implications were discussed regarding the potential of integrating ERS training into IDLE interventions to promote WTC across contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103686"},"PeriodicalIF":4.9,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936948","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

Emotions are a product of achievement: A network analysis of middle school students in second language acquisition 情绪是成就的产物：中学生二语习得的网络分析

IF 4.9 1区文学

System Pub Date : 2025-05-12 DOI: 10.1016/j.system.2025.103714

Hao Yuan , Ming Lv , Wenchao Wang

{"title":"Emotions are a product of achievement: A network analysis of middle school students in second language acquisition","authors":"Hao Yuan , Ming Lv , Wenchao Wang","doi":"10.1016/j.system.2025.103714","DOIUrl":"10.1016/j.system.2025.103714","url":null,"abstract":"<div><h3>Background</h3><div>This study is based on the control-value theory and focuses on the complex relationship between Chinese middle school students' second language acquisition (SLA) emotions (anxiety, enjoyment and curiosity) at the factor level and their English achievement. While previous studies have focused on the effect of emotions on achievement, this study emphasizes the feedback effect of achievement on emotions.</div></div><div><h3>Method</h3><div>Standardized questionnaires were used to conduct two surveys on 1102 students from a middle school in Shenzhen, with an interval of 6 months. A cross-lagged network panel model was used to analyze the relationship between emotions and achievement.</div></div><div><h3>Results</h3><div>The effect of achievement on emotions was found to be much greater than the effect of emotions on achievement. Specifically, achievement significantly reduced foreign language anxiety and increased enjoyment and curiosity. The <em>personal enjoyment</em> factor and the <em>language curiosity as a sense of deprivation</em> factor both have a positive predictive effect on achievement.</div></div><div><h3>Conclusion</h3><div>In the Chinese cultural environment, improving English achievement is the key to improving SLA emotions. Teachers should focus on knowledge transfer and skill development in the teaching to enhance students' achievement and thus improve their emotions.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103714"},"PeriodicalIF":4.9,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936947","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

Strengthening the research-practice nexus in teacher education for multilingual children through translanguaging pedagogy

IF 4.9 1区文学

System Pub Date : 2025-05-09 DOI: 10.1016/j.system.2025.103717

Jungmin Kwon, Chenlu Jin, Seungwoo Hwang

{"title":"Strengthening the research-practice nexus in teacher education for multilingual children through translanguaging pedagogy","authors":"Jungmin Kwon, Chenlu Jin, Seungwoo Hwang","doi":"10.1016/j.system.2025.103717","DOIUrl":"10.1016/j.system.2025.103717","url":null,"abstract":"<div><div>This ethnographic case study examines the experiences of three pre-service world language teachers who co-designed and co-taught an after-school program that introduced Spanish and Chinese to multilingual children as part of a year-long methods course. Specifically, this study explores how these teachers applied the course lessons on translanguaging pedagogy and teaching multilingual children in their teaching practices, as well as how their teaching experiences shaped their understanding and enactment of translanguaging pedagogy. Qualitative data, including classroom recordings, artifacts, questionnaires, and interviews, were collected. The findings revealed that over the course of a year, the pre-service teachers increasingly recognized multilingual children's linguistic assets and embraced translanguaging pedagogy. The teachers bridged theory and practice in the program as they recognized that multilingual children engaged more and responded positively to translanguaging pedagogy. This study calls for increased attention to the research-practice nexus in teacher education and an explicit focus on educating pre-service teachers about translanguaging pedagogy and multilingual children.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103717"},"PeriodicalIF":4.9,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143943039","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

Subtitles for vocabulary learning: Assessing the effects of L2, L1, and bilingual subtitles over time 字幕对词汇学习的影响：评估第二语言、第一语言和双语字幕随时间的影响

IF 4.9 1区文学

System Pub Date : 2025-05-08 DOI: 10.1016/j.system.2025.103709

Sijia Chen

{"title":"Subtitles for vocabulary learning: Assessing the effects of L2, L1, and bilingual subtitles over time","authors":"Sijia Chen","doi":"10.1016/j.system.2025.103709","DOIUrl":"10.1016/j.system.2025.103709","url":null,"abstract":"<div><div>This study examined the effects of three subtitle types—L2, L1, and bilingual—on English vocabulary learning and retention among Chinese-speaking middle and high school students. In total, 79 middle school students and 47 high school students participated in a four-week intervention. Results showed that, in terms of immediate vocabulary gains, bilingual subtitles were the most effective across both groups, followed by L1 subtitles, both outperforming the no-subtitles condition. Over time, middle school students' immediate gains declined, with bilingual subtitles helping to slow this decline more effectively than other subtitle types. In contrast, high school students’ immediate scores improved over the intervention period. In delayed post-tests, bilingual and L2 subtitles continued to yield higher retention scores than L1 or no subtitles for middle school students, although the score drop became more pronounced as the delay length increased. High school students, on the other hand, maintained or even improved their scores after the delay. These group differences may be attributed to varying levels of motivation between the two student populations.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103709"},"PeriodicalIF":4.9,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143922835","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

Towards sustainable collaboration between language teachers and teacher educators: An exploratory study 语言教师与教师教育工作者的可持续合作：探索性研究

IF 4.9 1区文学

System Pub Date : 2025-05-07 DOI: 10.1016/j.system.2025.103708

Åsta Haukås , Linda M. Borlaug

{"title":"Towards sustainable collaboration between language teachers and teacher educators: An exploratory study","authors":"Åsta Haukås , Linda M. Borlaug","doi":"10.1016/j.system.2025.103708","DOIUrl":"10.1016/j.system.2025.103708","url":null,"abstract":"<div><div>Language teachers and teacher educators could benefit from greater collaboration. However, given the numerous expectations placed on them, it is important to identify sustainable ways to collaborate. Grounded in a Nordic understanding of collaborative action research, this study explored whether inviting a teacher to write her language learning and teaching story, and the teacher educator to read, comment, and subsequently reflect together, could offer a sustainable way to develop professionally for both participants. A teacher experienced in teaching multiple languages and a language teacher educator took part in the project. Given prompts by the teacher educator, the teacher documented her language learning experiences and teaching practices, regularly sharing these writings with the teacher educator. Following the writing phase, and a first analysis by the teacher educator, they collaboratively engaged in data exploration. Through multiple reflective sessions over an extended time period, they considered the data, drawing upon their diverse knowledge bases and experiences. The mutual analysis of written text and subsequent reflections and collective meaning-making significantly contributed to the professional development of both participants. The article outlines the collaborative process and the benefits experienced by both participants and concludes with suggestions for sustainable collaboration between teachers and teacher educators.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103708"},"PeriodicalIF":4.9,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143917940","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

An ethnographic exploration of language policies and language teacher identity entanglements in a transnational university 一所跨国大学中语言政策与语言教师身份纠葛的民族志探索

IF 4.9 1区文学

System Pub Date : 2025-05-06 DOI: 10.1016/j.system.2025.103716

Mian Hu, Seyyed-Abdolhamid Mirhosseini

{"title":"An ethnographic exploration of language policies and language teacher identity entanglements in a transnational university","authors":"Mian Hu, Seyyed-Abdolhamid Mirhosseini","doi":"10.1016/j.system.2025.103716","DOIUrl":"10.1016/j.system.2025.103716","url":null,"abstract":"<div><div>As identity is increasingly conceptualized from a postmodern view, language teacher identity (LTI) is framed as a dynamic and multifaceted construct. In line with this perspective, most LTI studies rely on teachers' narratives to examine their perceptions of so-called external influences. However, it remains unclear whether these influences are imposed by institutional structures and only encountered by teachers, or they are ideologically co-constructed by institutions ‘and’ teachers. The current study adopts an ethnographic approach to explore the possibility of such co-construction in a transnational university in China. Our 18-month emic research relies on extended observations, collection of artifacts, and formal and informal interviews to examine how university language instructors act upon institutional policies and ideologies in forming professional identities. Qualitative data analysis of diverse bodies of data illustrated two major language policies within the institution: ‘100 percent English’ and ‘the English problem.’ Facing these institutional expectations, language teachers demonstrated multiple positions in defining their own identities: a total follower, a partial follower, a radical proponent, and a questioner. These findings offer an ecological understanding of LTI formation and uncover less-addressed complexities of interconnections between structural influences and teachers' agentive alignment in this regard.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103716"},"PeriodicalIF":4.9,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928750","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

Digital multimodal composing versus traditional monomodal writing: A look at the Spanish imperfect subjunctive from a process and product perspective 数字多模态写作与传统单模态写作：从过程和产品的角度看西班牙语虚拟语气的未完成部分

IF 4.9 1区文学

System Pub Date : 2025-05-05 DOI: 10.1016/j.system.2025.103718

Maria Laura Zalazar

{"title":"Digital multimodal composing versus traditional monomodal writing: A look at the Spanish imperfect subjunctive from a process and product perspective","authors":"Maria Laura Zalazar","doi":"10.1016/j.system.2025.103718","DOIUrl":"10.1016/j.system.2025.103718","url":null,"abstract":"<div><div>Although digital multimodal composing (DMC) tasks have increasingly become part of the curriculum at higher education institutions, there is limited research on whether these tasks facilitate language development in L2 classes. Specifically, there is a lack of studies on how DMC supports learners' writing development in terms of specific linguistic structures. From a task-supported language teaching (TSLT) perspective, this quasi-experimental study aimed to explore DMC tasks from a process and product perspective by analyzing concurrent data of advanced Spanish L2 writers' traditional monomodal versus multimodal composing processes as well as their accuracy rate of a complex specific linguistic item, the Spanish imperfect subjunctive. The current study investigated (1) if there were any differences in the accuracy rate of the Spanish imperfect subjunctive between participants in the monomodal and the DMC group, (2) how deeply participants processed the Spanish imperfect subjunctive when completing the DMC and the traditional monomodal task and (3) to what extent participants' depth of processing (DoP) had an impact on their accuracy rate of the Spanish imperfect subjunctive in a subsequent in-class monomodal composition. Participants' accuracy rates were calculated as correct instances over total obligatory contexts, including errors and omissions, while DoP was coded using Leow's (2015) coding scheme. Results revealed (1) a non-statistically significant difference between the groups' accuracy rates, (2) fairly similar DoP in both groups, and (3) descriptive patterns that may point to an effect of DoP on accuracy rates. Findings are discussed from an ISLA <em>applied</em> perspective.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103718"},"PeriodicalIF":4.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143931967","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

Investigating the bi-directional strategy transfer between L2 reading and L2 listening skills 二语阅读和二语听力双向策略迁移的研究

IF 4.9 1区文学

System Pub Date : 2025-05-03 DOI: 10.1016/j.system.2025.103711

Mojtaba Maghsoudi , Seyed Hassan Talebi

{"title":"Investigating the bi-directional strategy transfer between L2 reading and L2 listening skills","authors":"Mojtaba Maghsoudi , Seyed Hassan Talebi","doi":"10.1016/j.system.2025.103711","DOIUrl":"10.1016/j.system.2025.103711","url":null,"abstract":"<div><div>This study explored the reciprocal transfer of learning strategies between L2 reading and listening, aiming to determine if teaching strategies in one skill enhances the other and which direction, reading to listening or listening to reading, has a stronger impact. To achieve this aim, a true experimental pretest-posttest design with 163 Iranian EFL students was utilized. The participants were split into three distinct groups: Experimental Group 1, received reading strategy instruction, Experimental Group 2, received listening strategy instruction, and the Control Group received traditional language instruction without a specific focus on strategy, focusing on grammar and translation. Both experimental groups underwent five 90-min sessions of strategy instruction over five weeks. The results demonstrated substantial improvements in both reading and listening comprehension among the experimental groups compared to the control group. Notably, strategy transfer from listening to reading was stronger than from reading to listening, as evidenced by participants in Experimental Group 2 demonstrating greater gains in reading comprehension compared to those in Experimental Group 1 in listening comprehension. The study implies that integrating both reading and listening strategy instruction in language education can foster skill development across modalities, making learning more efficient and promoting interconnectedness between reading and listening skills.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103711"},"PeriodicalIF":4.9,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143903381","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 teachers’ formative assessment literacy and developmental Trajectories: A comparative study of face-to-face and blended teaching modes 英语教师形成性评价、素养与发展轨迹：面授与混合式教学模式的比较研究

IF 4.9 1区文学

System Pub Date : 2025-05-02 DOI: 10.1016/j.system.2025.103694

Yaru Meng , Yu Cui , Vahid Aryadoust

{"title":"EFL teachers’ formative assessment literacy and developmental Trajectories: A comparative study of face-to-face and blended teaching modes","authors":"Yaru Meng , Yu Cui , Vahid Aryadoust","doi":"10.1016/j.system.2025.103694","DOIUrl":"10.1016/j.system.2025.103694","url":null,"abstract":"<div><div>The critical role of EFL teachers' formative assessment literacy (FAL) in face-to-face (F2F) teaching mode has been well acknowledged, and its significance has also been stressed in the blended teaching (BT) mode. However, very little is known about the comparison of FAL and developmental trajectories in the two modes. To address this gap, the current study first constructed a FAL scale and its development scale for both modes, with the latter informed by Activity Theory and the former as the ultimate outcome for the latter, linking the two scales into a unified system. A one-way multivariate analysis of variance (MANOVA) of the two samples' questionnaire responses revealed that the overall FAL, especially assessment practice, student involvement, and socio-emotion exhibit significant differences across the two modes. A multi-group path analysis of their developmental trajectories demonstrated that both groups' FAL was directly influenced by motivation and was also mediated by resources and community. However, the mediation effect of community from motivation to assessment practice and socio-emotion has significant differences across the two modes. The semi-structured interview confirmed the above findings. The study provides insights into the development of EFL teachers’ FAL in the technology-enriched environment, including genearative AI era.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103694"},"PeriodicalIF":4.9,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895692","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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