IF 4.9 1区文学

System Pub Date : 2025-03-31 DOI: 10.1016/j.system.2025.103665

Amparo Lázaro-Ibarrola, María Luquin, Hanne Roothooft

{"title":"The reading rainbow of young multilingual learners: Reading comprehension in the majority (Spanish), regional (Basque) and foreign (English) language","authors":"Amparo Lázaro-Ibarrola, María Luquin, Hanne Roothooft","doi":"10.1016/j.system.2025.103665","DOIUrl":"10.1016/j.system.2025.103665","url":null,"abstract":"<div><div>Reading comprehension is crucial in education, serving as the foundation for acquiring knowledge. In multilingual settings, children must develop these skills in multiple languages. However, there is limited understanding of comprehension levels across languages and of the role of influencing factors such as language exposure, non-verbal intelligence (NVI), socioeconomic status (SES), and extramural reading (ER). This study explores how these variables impact the reading comprehension of young learners (aged 10–11) in English (foreign language), Spanish (main language), and Basque (regional language for Basque-immersion participants). The participants were divided into a high-intensity (HI) group (N = 118) and a low-intensity (LI) group (N = 81) within Basque-immersion programs. Results showed correlations among reading comprehension scores in Spanish, English, and Basque. While both groups demonstrated similar Spanish comprehension levels, the HI group excelled in English, particularly among high-NVI learners. LI learners scored lower in Basque compared to Spanish. Regression analyses indicated that NVI and, to a lesser extent, SES influenced reading comprehension across languages. Also, HI learners engaged more in English ER, whereas LI learners favored Basque. However, ER did not have a significant impact on their reading scores. Based on these findings, pedagogical implications for multilingual education contexts will be discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103665"},"PeriodicalIF":4.9,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738985","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 : 2025-03-22 DOI: 10.1016/j.system.2025.103663

Minghao Chen

引用次数: 0

Strategies of teaching knowledge in English-medium instruction lectures: A Legitimation Code Theory perspective

IF 4.9 1区文学

System Pub Date : 2025-03-22 DOI: 10.1016/j.system.2025.103667

Feifei Liu , Ling Xu , Haiquan Huang

{"title":"Strategies of teaching knowledge in English-medium instruction lectures: A Legitimation Code Theory perspective","authors":"Feifei Liu , Ling Xu , Haiquan Huang","doi":"10.1016/j.system.2025.103667","DOIUrl":"10.1016/j.system.2025.103667","url":null,"abstract":"<div><div>English-medium instruction (EMI) has emerged as a predominant educational approach for disseminating disciplinary knowledge in tertiary institutions. Existing research has extensively examined the pedagogical dimensions of EMI pedagogy, such as its structures, instructor practices, and student experiences, with less attention being paid to the knowledge expressions and their pedagogical implications. The present study explores the construction of disciplinary knowledge and the strategies used in its dissemination in a live EMI lecture. Adopting a case study method, this study collected data through non-participant naturalistic observation, with subsequent analysis undertaken with reference to <em>Semantics</em> in Legitimation Code Theory (LCT). Findings reveal that disciplinary knowledge was cumulatively built through progressively condensing multiple meanings and rhetorically unpacked via strategies of comparing and expositing. These recurrent patterns engendered two pedagogical strategies: interactive and separate strategies. These findings could provide valuable insights for improving teaching quality and advancing interdisciplinary dialogue between EMI and LCT research.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103667"},"PeriodicalIF":4.9,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738984","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

Student perceptions of feedback and self-regulated language learning: A mixed-methods investigation

IF 4.9 1区文学

System Pub Date : 2025-03-19 DOI: 10.1016/j.system.2025.103654

Yoshiyuki Nakata , W.L. Quint Oga-Baldwin , Atsuko Tsuda

{"title":"Student perceptions of feedback and self-regulated language learning: A mixed-methods investigation","authors":"Yoshiyuki Nakata , W.L. Quint Oga-Baldwin , Atsuko Tsuda","doi":"10.1016/j.system.2025.103654","DOIUrl":"10.1016/j.system.2025.103654","url":null,"abstract":"<div><div>This study investigated the impact of various types of oral feedback on self-regulated language learning. The participants were 114 s-year high school students. A mixed-methods approach was used for data collection, including: (1) a questionnaire reporting retrospective perceptions of feedback received in lower secondary school; (2) a questionnaire recording current feedback experiences in high school; and (3) a follow-up questionnaire ranking ideal feedback types and assessing the perceived frequency of feedback use. Longitudinal path modeling revealed that proficiency influenced students' recognition of different types of feedback in both junior high and high school. Students indicated a preference for praise while expressing a dislike for self-correction. Notably, a greater discrepancy between students' preferred and actual feedback predicted English language achievement, driven primarily by discrepancy between students' desire for correction and their perceived reality. Open-ended responses acknowledged the role of self-correction in learning, but emphasized a preference for praise. These findings highlight a misalignment between students’ preferences and instructional practices. While this discrepancy may influence learning outcomes, it also appears to predict them.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103654"},"PeriodicalIF":4.9,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643917","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

Understanding the conditions that foster collaborative teacher cultures: A case study

IF 4.9 1区文学

System Pub Date : 2025-03-18 DOI: 10.1016/j.system.2025.103652

Margaret Early, Jonathan Ferreira, Maureen Kendrick, Giovanna Lucci

{"title":"Understanding the conditions that foster collaborative teacher cultures: A case study","authors":"Margaret Early, Jonathan Ferreira, Maureen Kendrick, Giovanna Lucci","doi":"10.1016/j.system.2025.103652","DOIUrl":"10.1016/j.system.2025.103652","url":null,"abstract":"<div><div>This case study reports on school district-university partnership that investigated collaborative practices between content-area teachers and English language learner (ELL) teachers in secondary school contexts. Persistent challenges have hindered collaborative practices, which consequently impact scaffolding practices that support the content and language learning of newcomer students. There is limited literature on teacher collaboration in secondary schools in particular, where content-area teachers report working in silos and language support is reduced. In the context of these challenges, we sought to understand: <em>What are the conditions that foster collaborative cultures in secondary schools?</em> Drawing on sociocultural perspectives, reflective practices and an ecological model of human development adapted to teacher collaboration, we co-designed a series of four professional conversations with three system leaders in two school districts in Western Canada. Together, we documented the conditions that fostered collaborations among seven secondary teachers and their collaborators. Data sources included whole group professional conversations, small group interactions, and artifact collection; correspondence between collaborating teachers; online shared documents; and individual and exit interviews. Following our thematic analysis, we report on three conditions that foster collaborative cultures in secondary schools: generosity and care; creativity, flexibility and spontaneity; and blurred lines between teacher roles and responsibilities.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103652"},"PeriodicalIF":4.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643814","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

Student-teachers’ conceptualisations of culture and attitudes towards transcultural pedagogies and materials in ELT

IF 4.9 1区文学

System Pub Date : 2025-03-17 DOI: 10.1016/j.system.2025.103653

Paolo Delogu , Vincent Greenier

{"title":"Student-teachers’ conceptualisations of culture and attitudes towards transcultural pedagogies and materials in ELT","authors":"Paolo Delogu , Vincent Greenier","doi":"10.1016/j.system.2025.103653","DOIUrl":"10.1016/j.system.2025.103653","url":null,"abstract":"<div><div>With ever-increasing globalisation, intercultural communication has become a familiar everyday occurrence for many individuals, requiring a move beyond pedagogical approaches to culture which eschew static conflations of culture, language, and nationality that may lead to essentialism and stereotyping. The Global Englishes paradigm problematises the ownership of English by framing it as a global language without predetermined reference cultures or speech communities, noting that the implementation of nuanced intercultural approaches remains limited, a fact evident in, and partly the result of, the way commercially available coursebooks portray intercultural communication. Using Baker's framework for transcultural awareness (Baker, 2015a, 2022; Baker and Ishikawa, 2021), this study explores the cultural conceptualisations of student-teachers of English and their attitudes regarding the portrayal of culture and intercultural communication in a widely used, commercially available English language coursebook and materials adapted to represent a transcultural pedagogical approach. Descriptive statistics and both deductive and inductive procedures of qualitative analysis have been used to interpret questionnaire and focus group data collected from student-teachers enrolled in a UK-based MSc TESOL programme. Findings reveal that despite some attachment to nation-bound and static cultural conceptualisations, participants could appreciate more nuanced approaches to intercultural communication. Nevertheless, various barriers to the implementation of such approaches were identified, showing that teachers' attitudes may be overruled by contextual constraints and the complexity of transcultural awareness. By exploring the compatibility of scholarly proposals for transcultural pedagogies with the attitudes of future practitioners, the study provides important implications for teacher education and suggests directions for future research.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103653"},"PeriodicalIF":4.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143636940","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 configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach

IF 4.9 1区文学

System Pub Date : 2025-03-17 DOI: 10.1016/j.system.2025.103649

Miaoyu Lu

{"title":"A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach","authors":"Miaoyu Lu","doi":"10.1016/j.system.2025.103649","DOIUrl":"10.1016/j.system.2025.103649","url":null,"abstract":"<div><div>The emotional turn in second language acquisition has prompted increased attention to the role of emotions in willingness to communicate (WTC). However, research on the coexistence of multiple emotions remains limited. This study endeavors to bridge this gap by investigating how three positive (i.e. enjoyment, pride, and hope) and four negative emotions (i.e. anxiety, shame, hopelessness, boredom) combine to influence WTC. Fuzzy-set qualitative comparative analysis was employed to analyze questionnaire data collected from 375 college students learning English as a foreign language in China. The results showed that no emotion acted as a necessary condition in predicting WTC independently. Four emotional configurations were identified to lead to WTC, suggesting that multiple emotions combined in a diverse way to activate WTC. Additionally, the results implied a pronounced influence of the existence of positive emotions on WTC. This study contributes to the existing knowledge by revealing the subtle emotional mechanisms beneath WTC through a configurational approach. The findings underscore the need for instructors to attend to learners’ varied emotional profiles and nurture positive emotions. Teachers are advised, for instance, to incorporate reflective journaling or apply emotion regulation strategies (e.g. reappraisal) to gain insight into and cultivate students’ WTC-inducing emotional states in class.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103649"},"PeriodicalIF":4.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143636939","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

Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents

IF 4.9 1区文学

System Pub Date : 2025-03-15 DOI: 10.1016/j.system.2025.103656

Diana Pili-Moss , Phillip Hamrick , Katharina Wendebourg , Torben Schmidt , Detmar Meurers

{"title":"Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents","authors":"Diana Pili-Moss , Phillip Hamrick , Katharina Wendebourg , Torben Schmidt , Detmar Meurers","doi":"10.1016/j.system.2025.103656","DOIUrl":"10.1016/j.system.2025.103656","url":null,"abstract":"<div><div>Investigating the relationship between cognitive individual differences and second language learning has been central to second language acquisition research conducted in controlled laboratory conditions and in educational instructed contexts. However, not much research to date has simultaneously explored the role of multiple cognitive abilities for L2 development or task outcomes in educational environments. In the present study, 77 secondary-school EFL learners engaged in intensive digital practice of direct questions, alongside regular classroom instruction, for a period of two and a half weeks. They completed digital pretests and, at the end of the instruction and practice period, were administered digital posttests and a pen-and-paper communicative written task. Measures of the learners’ declarative memory, implicit statistical learning and working memory capacity were taken. Mixed-effect and multiple regression models revealed that a positive interaction between implicit statistical learning and working memory capacity predicted both posttest scores and task outcomes, whereas declarative memory did not significantly relate to either measure. It is suggested that the synergetic relationship between implicit statistical learning and working memory capacity may be key to the process of updating morphosyntactic representations of direct questions with positive effects for both L2 development and use.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103656"},"PeriodicalIF":4.9,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643815","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

NLP-based analysis of verb semantic cohesion in L2 writing: Interaction of genre and proficiency on verb networks

IF 4.9 1区文学

System Pub Date : 2025-03-14 DOI: 10.1016/j.system.2025.103657

Hyunwoo Kim, Woonhyung Chung, Heechung Nam

{"title":"NLP-based analysis of verb semantic cohesion in L2 writing: Interaction of genre and proficiency on verb networks","authors":"Hyunwoo Kim, Woonhyung Chung, Heechung Nam","doi":"10.1016/j.system.2025.103657","DOIUrl":"10.1016/j.system.2025.103657","url":null,"abstract":"<div><div>Natural language processing (NLP) is a computer-based approach to linguistic analysis that applies algorithmic techniques to textual data, enabling the extraction of complex patterns and the examination of language structures. In second language (L2) writing research, NLP techniques have facilitated increasingly sophisticated analyses of semantic features, extending beyond traditional structural measures to capture deeper mechanisms of meaning construction. While previous studies have explored various dimensions of L2 writing through NLP-based approaches, less attention has been given to how genre influences semantic cohesion, particularly in verb usage. This study investigates genre effects on verb semantic cohesion in L2 writing, using an NLP-based semantic network analysis of narrative and argumentative essays written by higher- and lower-proficiency L2 learners. The semantic network analysis identifies how verbs function as semantic anchors within constructions, illuminating cohesion patterns that reflect writers’ conceptual organization. Results indicated that higher-proficiency writers demonstrated stronger semantic cohesion and more sophisticated verb usage in argumentative essays, characterized by denser and more interconnected verb networks. In contrast, their narrative essays showed less complex networks with concrete action verbs. Lower-proficiency writers exhibited less pronounced differentiation between genres, relying on a restricted range of verbs across both types of writing. These findings suggest that advanced L2 writing proficiency is marked by the ability to adapt verb usage to genre-specific demands, aligning with usage-based approaches to language learning. These findings are discussed in light of their potential implications for L2 writing instruction and assessment, emphasizing the importance of considering semantic cohesion and genre-appropriate verb usage.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103657"},"PeriodicalIF":4.9,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620596","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

Language teachers as pedagogical designers in technology-mediated language education

IF 4.9 1区文学

System Pub Date : 2025-03-13 DOI: 10.1016/j.system.2025.103662

Ting Liu, Zhipeng Zhang

引用次数: 0

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