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Do AI chatbots impact motivation? Insights from a preliminary longitudinal study

IF 4.9 1区文学

System Pub Date : 2024-11-16 DOI: 10.1016/j.system.2024.103544

Meng Liu , Hayo Reinders

引用次数: 0

Contributions of an emotion-oriented professional development course to the ecology of language teacher agency 以情感为导向的专业发展课程对语文教师机构生态的贡献

IF 4.9 1区文学

System Pub Date : 2024-11-13 DOI: 10.1016/j.system.2024.103542

Mostafa Nazari , Zahra Keshvari , Guangwei Hu

引用次数: 0

From shy to fly: Facilitating EFL learners’ willingness to communicate with an AI chatbot and an intelligent tutoring system 从害羞到飞翔：通过人工智能聊天机器人和智能辅导系统促进英语学习者的交流意愿

IF 4.9 1区文学

System Pub Date : 2024-11-13 DOI: 10.1016/j.system.2024.103501

Danyang Zhang , Junjie Gavin Wu , Zhuxia Fu

{"title":"From shy to fly: Facilitating EFL learners’ willingness to communicate with an AI chatbot and an intelligent tutoring system","authors":"Danyang Zhang , Junjie Gavin Wu , Zhuxia Fu","doi":"10.1016/j.system.2024.103501","DOIUrl":"10.1016/j.system.2024.103501","url":null,"abstract":"<div><div>Willingness to communicate (WTC) has been identified as a crucial factor in improving EFL learners' speaking. However, enhancing WTC often remains a major challenge. The recent emergence of artificial intelligence (AI) has been heralded for its transformative potential, yet there is a lack of empirical evidence regarding how this development influences WTC. To address this, our pioneering study investigates the impact of two major AI tools on EFL learners from China, one involving a chatbot and the other an intelligent tutoring system (ITS). 82 first-year undergraduates participated in the study and were assigned to two groups: the AI chatbot group and the ITS group. Pre- and post-session WTC questionnaires, reflection journals and a teacher interview were conducted to collect data. Results revealed significant disparities in WTC changes among the groups. Specifically, the chatbot group displayed significant improvements, while the WTC of the ITS group surprisingly declined. The study delves into the reasons behind these contrasting performances. It concludes by proposing practical implications based on the findings.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103501"},"PeriodicalIF":4.9,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660927","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 effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language 教学对第二语言互动能力发展的影响：汉语作为第二语言的听者反应

IF 4.9 1区文学

System Pub Date : 2024-11-13 DOI: 10.1016/j.system.2024.103511

Wei Wang , Meng Yeh

{"title":"The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language","authors":"Wei Wang , Meng Yeh","doi":"10.1016/j.system.2024.103511","DOIUrl":"10.1016/j.system.2024.103511","url":null,"abstract":"<div><div>Listener responses (LRs) are utterances produced by non-primary speakers (e.g. <em>oh</em>, <em>okay</em>). It is an important component of L2 learners’ interactional competence (IC). Previous studies have indicated that learners develop their capacity of deploying LRs naturally through study abroad programs. However, it remains unknown whether LRs can be effectively learned through classroom instruction, yet it is a critical issue facing language educators and learners because classroom is the primary locus for L2 learning for those without study abroad opportunities. Taking up this issue, this study compares two groups of beginning-level L2 Chinese learners, a control group with regular instruction and an experimental group with extra IC instruction, where authentic materials from L1 speakers' talk were employed to teach specific interactional practices such as LR and repair. Each learner was asked to record two spontaneous conversations with an L1 speaker, one at midterm and one at the end of the semester. Using a mixed-methods approach, this study first identifies specific types of LRs used by beginning-level learners. Statistical analyses then reveal that the two groups’ development from midterm to semester end differs significantly only in reactive expression and follow-up action. Complementing the quantitative analyses, the subsequent conversation analysis discovers qualitative developments of learners in the experimental group; their LRs show not only increased linguistic complexity and greater variety over time but also heightened sensitivity to context and capacity to advance the interaction. These findings suggest that systematic classroom instruction on IC can enhance L2 learners’ ability to engage in real-world interactions, thus supporting that IC is teachable and learnable in the classroom even for beginners with limited linguistic proficiency.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103511"},"PeriodicalIF":4.9,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660926","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

IF 4.9 1区文学

System Pub Date : 2024-11-08 DOI: 10.1016/j.system.2024.103517

Xiao Xie, Xing Xu

引用次数: 0

Task-based pronunciation teaching: Lack of auditory precision but not memory hinders learning 基于任务的发音教学：缺乏听觉精确度而非记忆阻碍学习

IF 4.9 1区文学

System Pub Date : 2024-11-08 DOI: 10.1016/j.system.2024.103532

Jiying Xu , Kazuya Saito , Ingrid Mora-Plaza

{"title":"Task-based pronunciation teaching: Lack of auditory precision but not memory hinders learning","authors":"Jiying Xu , Kazuya Saito , Ingrid Mora-Plaza","doi":"10.1016/j.system.2024.103532","DOIUrl":"10.1016/j.system.2024.103532","url":null,"abstract":"<div><div>This study examined the impact of individual differences in perception and cognition on the effectiveness of task-based pronunciation teaching (TBPT). Seventy young adult Chinese speakers were randomly assigned to either an experimental or control group. The experimental group participated in a 30-min TBPT session, engaging in meaning-oriented tasks designed to help them notice and practice two English vocalic contrasts: [ɛ]-[æ] (e.g., “set” vs. “sat”) and [ɪ]-[i] (e.g., “sit” vs. “seat”). Participants’ learning patterns were then assessed based on their aptitude on perceptual (auditory processing) and cognitive (working memory) levels. Analysis of pre- and post-test results, conducted through forced-choice identification tasks, revealed significant improvements in vowel performance (approximately 10% gain), particularly among participants with normative auditory precision. However, the effectiveness of TBPT was limited among those with lower auditory precision. These findings highlight the negative impact of lower-order aptitude, specifically auditory processing, on the efficacy of TBPT.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103532"},"PeriodicalIF":4.9,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660924","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 : 2024-11-08 DOI: 10.1016/j.system.2024.103535

Xinyang Feng, Yingying Liu

引用次数: 0

The roles of task-specific self-efficacy and enjoyment in EFL learners’ development of speaking CALF: A longitudinal study 特定任务的自我效能感和乐趣在英语学习者口语CALF发展中的作用：一项纵向研究

IF 4.9 1区文学

System Pub Date : 2024-11-06 DOI: 10.1016/j.system.2024.103539

Pengyun Chang , Longyu Zhou , Lawrence Jun Zhang

{"title":"The roles of task-specific self-efficacy and enjoyment in EFL learners’ development of speaking CALF: A longitudinal study","authors":"Pengyun Chang , Longyu Zhou , Lawrence Jun Zhang","doi":"10.1016/j.system.2024.103539","DOIUrl":"10.1016/j.system.2024.103539","url":null,"abstract":"<div><div>This longitudinal study adopts a person-centred approach to examine EFL learners' development of speaking CALF; the fluctuating correlations of affective ID variables (self-efficacy and enjoyment), as well as their impacts on oral task performance over time. Thirty-one Chinese EFL learners completed eight oral tasks bi-weekly over six months, followed by post-task scales to measure task-specific self-efficacy and enjoyment. Data were subjected to group-based multi-trajectory modelling (GBMM) to discern the development of speaking CALF, moving correlation analysis to explore the interactions between task-specific self-efficacy and enjoyment, and panel data regression to examine the longitudinal impact of task-specific self-efficacy and enjoyment on oral task performance. GBMM results revealed variability at both the group and individual levels, despite similar educational backgrounds and learning contexts, as evidenced by differing speaking CALF patterns. Moving correlation analyses revealed dynamic, non-linear trends between self-efficacy and enjoyment. Panel data regression analyses suggested that higher levels of affective ID variables would generate better oral performance, as evidenced by speaking CALF patterns. This study successfully integrated ID variables into TBLT research within a CDST framework for enhancing our understanding of the complex nature of EFL learners’ speaking competence and underscoring the interconnectivity between task-specific self-efficacy and enjoyment.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103539"},"PeriodicalIF":4.9,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660925","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

Exploring language teacher education through researcher-practitioner co-construction of differentiated instruction 通过研究者与实践者共同构建差异化教学，探索语文教师教育

IF 4.9 1区文学

System Pub Date : 2024-11-06 DOI: 10.1016/j.system.2024.103540

Peichang He , Yuen Yi Lo

{"title":"Exploring language teacher education through researcher-practitioner co-construction of differentiated instruction","authors":"Peichang He , Yuen Yi Lo","doi":"10.1016/j.system.2024.103540","DOIUrl":"10.1016/j.system.2024.103540","url":null,"abstract":"<div><div>Differentiated instruction has been advocated for embracing learner diversity, but it has been found that differentiated instruction implementation is difficult and teachers often feel unprepared. This qualitative case study explored the professional development of two English language teachers in two participating schools of a school-university collaboration project on diversity management in Hong Kong. Based on the data collected from co-planning meetings, lesson observations, semi-structured interviews, focus groups and artefacts, the study showed that research-informed teaching and teaching-informed research were both indispensable to differentiated instruction infrastructure building; school cultures and teacher efficacies both affected teachers’ attitudes towards researcher-practitioner collaboration modes for professional development. Teachers whose efficacy and professional learning community remained at a developing stage tended to rely on an expert-guided collaboration mode. Yet, those whose efficacy and professional learning community had advanced would prefer a more self-redirected learning mode. These findings shed light on bridging the researcher-practitioner divide in teacher education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103540"},"PeriodicalIF":4.9,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660923","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 capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective 从学习者角度研究基于大型语言模型的任务导向型对话聊天机器人的能力

IF 4.9 1区文学

System Pub Date : 2024-11-05 DOI: 10.1016/j.system.2024.103538

Jang Ho Lee , Dongkwang Shin , Yohan Hwang

{"title":"Investigating the capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective","authors":"Jang Ho Lee , Dongkwang Shin , Yohan Hwang","doi":"10.1016/j.system.2024.103538","DOIUrl":"10.1016/j.system.2024.103538","url":null,"abstract":"<div><div>Second language (L2) learning has explored ways to maximize the benefits of using chatbots as a pedagogical resource for language practice and development. Given the growing consensus regarding the need to develop task-oriented dialogue (TOD) chatbots specifically designed for language learning purposes and recent advances in large language models (LLMs), the present study investigates the capabilities of LLM-based TOD chatbots from L2 learners’ perspectives. To this end, we developed two TOD conversational agents using Poe Artificial Intelligence (AI), which provides easy-to-use LLM-based chatbot-building tools. South Korean undergraduate L2 students were asked to engage in two chatbot-based linguistic tasks and complete a survey regarding their perceptions of LLM-based TOD chatbots. The results showed that the utterances generated by these state-of-the-art chatbots were perceived as very natural, and they were found to be highly capable of understanding dialogues in context and keeping track of the progress of the conversation to produce contextually appropriate responses to the user’s input. These chatbots were rated positively overall in terms of their usefulness as a resource for L2 learning, as learners are motivated and remain interested in engaging in conversations with chatbots, thus maximizing learning effects.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103538"},"PeriodicalIF":4.9,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660893","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