IF 4.9 1区文学

System Pub Date : 2025-04-30 DOI: 10.1016/j.system.2025.103692

Jianda Liu , Zihao Shi , Wanqing Li

{"title":"Understanding genre differences in cohesive use of EFL Learners: Insights from systemic functional linguistics","authors":"Jianda Liu , Zihao Shi , Wanqing Li","doi":"10.1016/j.system.2025.103692","DOIUrl":"10.1016/j.system.2025.103692","url":null,"abstract":"<div><div>Despite extensive research on the role of cohesion in essay quality, little attention has been paid to the genre effects on the (in-)appropriate use of cohesive ties. This research, adopting a SFL (Systemic Functional Linguistics) taxonomy of texts and cohesion types, sought to examine how different task types (argumentative, descriptive, narrative, and interactive) influence the overall use, correct use, misuse, overuse, and underuse of cohesion (sub-)types and how these indices predict overall essay quality. Cohesion was assessed by referential indices (pronominals, definite articles and demonstratives, and comparatives), conjunctive indices (additives, adversatives, causatives, and temporals), and lexical indices (repetition, synonyms, and superordinates). One hundred and forty-four essays written by Chinese EFL students were manually coded and holistically rated. The results showed that narratives, compared to other genres, displayed the lowest incidences of nearly all cohesion types, whereas argumentative writing showed a relatively higher frequency of cohesive cues. It was also found that the learners tended to overuse repetitions and pronominals in narratives and underuse demonstratives and definite articles in interactives. Six indices of cohesive use contributed significantly to overall writing scores. The implications of these findings for the validity issues of cohesion and genre-based classroom teaching pedagogy are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103692"},"PeriodicalIF":4.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888250","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

Processing of computer-mediated feedback: An eye-tracking study 计算机中介反馈的处理：一项眼动追踪研究

IF 4.9 1区文学

System Pub Date : 2025-04-30 DOI: 10.1016/j.system.2025.103690

Nektaria-Efstathia Kourtali, Ziwei Guo

{"title":"Processing of computer-mediated feedback: An eye-tracking study","authors":"Nektaria-Efstathia Kourtali, Ziwei Guo","doi":"10.1016/j.system.2025.103690","DOIUrl":"10.1016/j.system.2025.103690","url":null,"abstract":"<div><div>The current study explored the extent to which the linguistic focus of interactional feedback influences levels of L2 learners' attention to target features when feedback is supplied in the form of recasts during written synchronous computer-mediated communication (SCMC). The participants, 28 university students who were L1 Mandarin – L2 users of English (IELTS 6.5), were asked to provide information about the plot of a silent Charlie Chaplin film in the chat in Zoom. Interrogative, incidental recasts were provided by the researcher targeting lexical, morphological and syntactic features. In order to capture participants' attentional processes while reading the feedback, we used eye-tracking methodology and we employed Weblink software to generate measures showing number and length of fixations, duration of first fixation, and number of times learners returned to a target feature (interest area). For triangulation, we also conducted stimulated recall interviews so as to gain information about learners’ levels of noticing of target language areas. Both eye-tracking and stimulated recall interviews demonstrated greater levels of attention to lexical recasts than morphological and syntactic ones. In particular, lexical recasts led to more and longer fixations, and more returns to target features. The stimulated recall comments support this finding. Learners noticed target areas when lexical recasts were provided; whereas they perceived the majority of morphological and syntactic recasts as clarification requests or confirmation checks.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103690"},"PeriodicalIF":4.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892303","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

Three-way interactions of self-efficacy, intrinsic value, utility value, and gender on foreign language achievement: A moderated moderation model 自我效能感、内在价值、效用价值和性别对外语成就的三方交互作用：一个有调节的调节模型

IF 4.9 1区文学

System Pub Date : 2025-04-27 DOI: 10.1016/j.system.2025.103693

Lihong Ma , Yuhong Jiao , Leifeng Xiao , Jian Liu

{"title":"Three-way interactions of self-efficacy, intrinsic value, utility value, and gender on foreign language achievement: A moderated moderation model","authors":"Lihong Ma , Yuhong Jiao , Leifeng Xiao , Jian Liu","doi":"10.1016/j.system.2025.103693","DOIUrl":"10.1016/j.system.2025.103693","url":null,"abstract":"<div><div>Drawing on situated expectancy-value theory (SEVT), this study investigated the complex interplay among self-efficacy, value, and gender within the context of foreign language (FL) learning, using a moderated moderation model. Encompassing 1018 secondary school English learners in China, this study collected data through an English achievement test, along with student self-reports on self-efficacy and value (i.e., intrinsic vs. utility). The findings revealed that the interaction between self-efficacy and utility value significantly predicted English achievement, whereas the interaction between self-efficacy and intrinsic value did not exert a comparable effect. Remarkably, among females, high self-efficacy served as a protective mechanism, mitigating the detrimental consequences of low utility value on English achievement. Additionally, high self-efficacy among females softened the negative impact of low intrinsic value while simultaneously tempering the positive impact of high intrinsic value on English achievement. Intriguingly, among males, high self-efficacy amplified the positive influence of high intrinsic value, manifesting a synergistic relationship between these variables. This study not only substantiates the applicability of SEVT in FL education but also contributes empirical evidence supporting gender-based disparities in FL learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103693"},"PeriodicalIF":4.9,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876845","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

Growth of lexical and syntactic complexity, accuracy, and fluency in spoken production of first language and second language children 第一语言和第二语言儿童口语表达中词汇和句法复杂性、准确性和流畅性的增长情况

IF 4.9 1区文学

System Pub Date : 2025-04-26 DOI: 10.1016/j.system.2025.103695

Haerim Hwang

{"title":"Growth of lexical and syntactic complexity, accuracy, and fluency in spoken production of first language and second language children","authors":"Haerim Hwang","doi":"10.1016/j.system.2025.103695","DOIUrl":"10.1016/j.system.2025.103695","url":null,"abstract":"<div><div>Complexity, accuracy, and fluency (CAF) research has largely focused on competition among the three constructs and their relationship with proficiency. However, it is largely unknown how CAF develops in the course of language acquisition, particularly in children. Furthermore, each construct has been treated as a unified phenomenon rather than as multidimensional. This study thus aims to examine developmental patterns of CAF in spoken production among 29 child L1-Korean L2-English learners in an EFL setting (age: 5–10) and 41 child L1-English learners (age: 4–7). The study measures each of the three CAF constructs in both lexical and syntactic domains, and uses three proxies for target language experience: age for L1 learners; length of learning the target language for L2 learners; and current use of L2 relative to L1 at home for L2 learners. A series of regression analyses show that child L1 learners' lexical accuracy increases with age; child L2 learners' lexical complexity increases with length of learning; and child L2 learners’ syntactic complexity, lexical accuracy, syntactic accuracy, lexical fluency, and syntactic fluency increase with current L2 use at home. These results suggest how certain aspects of CAF develop for both L1 and L2 children, and highlight that different language experience factors shape the development of distinct CAF aspects for child L2 learners. The study also discusses the pedagogical implications of these results for child L2 learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103695"},"PeriodicalIF":4.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143873950","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

Generative AI as game changer: Implications for language education 生成式人工智能改变游戏规则：对语言教育的影响

IF 4.9 1区文学

System Pub Date : 2025-04-26 DOI: 10.1016/j.system.2025.103672

Carol A. Chapelle

{"title":"Generative AI as game changer: Implications for language education","authors":"Carol A. Chapelle","doi":"10.1016/j.system.2025.103672","DOIUrl":"10.1016/j.system.2025.103672","url":null,"abstract":"<div><div>This paper explores the new parameters of technology in applied linguistics in view of today's open access to generative AI (GenAI) that can create grammatical language in response to users' prompts. I examine GenAI in language education by first situating it within the steady progression of changes brought by evolving technologies. Then, four areas of change in applied linguistics are identified: language pedagogy, language assessment, second language acquisition, and language teacher education. I make connections between the concepts and methods associated with each area for technology-related research and practice, and suggest extensions prompted by GenAI. For example, in language pedagogy and assessment GenAI offers new tools for providing input to learners, corrective feedback, and opportunities for interaction. The study of second language acquisition can be enhanced through observation of GenAI's linguistic performance and the study of the theory of language processing in artificial intelligence. These areas are relevant to language teacher education, and therefore need to be taken into account in the definition of teachers' technological pedagogical content knowledge (TPACK), which in turn helps to define components of GenAI literacy relevant to the field.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103672"},"PeriodicalIF":4.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876844","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

Translation and cultural adaptation for Spanish adolescents of the short-form foreign language enjoyment and anxiety scales 翻译与文化适应对西班牙青少年短形式外语享受与焦虑的影响

IF 4.9 1区文学

System Pub Date : 2025-04-26 DOI: 10.1016/j.system.2025.103697

Alexandra Staedtler , Mercedes Querol-Julián , Eva Solera Hernández , Elouise Botes

{"title":"Translation and cultural adaptation for Spanish adolescents of the short-form foreign language enjoyment and anxiety scales","authors":"Alexandra Staedtler , Mercedes Querol-Julián , Eva Solera Hernández , Elouise Botes","doi":"10.1016/j.system.2025.103697","DOIUrl":"10.1016/j.system.2025.103697","url":null,"abstract":"<div><div>This study presents the translation from English to Spanish and the cultural adaptation for adolescents of the Short-Form Foreign Language Enjoyment Scale and the Short-Form Foreign Language Classroom Anxiety Scale. Applying these scales in Spanish, we considered the translation essential to minimise bias that may lead to participants' misunderstanding due to language, semantic, and cultural changes. Therefore, we considered the transcultural factor and adapted the questions’ formulation to the sample, favouring more reliable responses. First, as bilingual Spanish-English speakers, we translated the original items into Spanish. A panel of 40 bilingual experts in six related areas (education, translation, linguistics, English philology, Hispanic philology, and psychology) evaluated the similarity of interpretability and the comparability of the language of the two English and Spanish versions and suggested alternative translations for some items. Finally, 117 Spanish secondary students of English as a foreign language (EFL) adapted the new Spanish versions regarding the suitability of the language used by their peers. After thoroughly analysing the adaptations, a final version of the two scales was provided. We conclude that the two-step translation and cultural adaptation method followed in the study was essential to provide well-adapted measurement scales in Spanish, resulting in two scales.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103697"},"PeriodicalIF":4.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876895","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

English language teacher identity construction on Instagram: A looking-glass self theory perspective 英语教师在Instagram上的身份建构：一个镜子自我理论的视角

IF 4.9 1区文学

System Pub Date : 2025-04-24 DOI: 10.1016/j.system.2025.103696

Hassan Nejadghanbar , Mehdi Shaahdadi

{"title":"English language teacher identity construction on Instagram: A looking-glass self theory perspective","authors":"Hassan Nejadghanbar , Mehdi Shaahdadi","doi":"10.1016/j.system.2025.103696","DOIUrl":"10.1016/j.system.2025.103696","url":null,"abstract":"<div><div>Despite the widespread use of social media among English language teachers, their experiences on these platforms have received little attention. Using the looking-glass self (LGS) theory, this article examines how English language teachers who utilize Instagram for self-branding perceive user preferences, how their perceptions of audiences' judgments influence their content creation, and how audiences' feedback influences teachers' self-concept. The data gathered from narrative frames and semi-structured interviews with 16 English language teachers indicate that they predominantly believe users regard Instagram primarily as an entertainment platform. Consequently, they craft posts to resonate with the platform's entertainment ethos, aligning with the playful, imaginative preferences of the user base to gain more visibility. At the same time, they strive to balance the desire for visibility and engagement with the need to maintain educational integrity and professional standards, resisting sensationalism. The study highlights that user feedback significantly directs teachers' content style and shapes their self-concept, with positive reactions fostering continued participation and negative feedback, coupled with Instagram's navigational challenges, causing vulnerability and identity negotiation.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103696"},"PeriodicalIF":4.9,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869576","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 dynamics of English for Medical Purposes (EMP) textbook design and use in China 中国医学英语教材设计与使用的动态研究

IF 4.9 1区文学

System Pub Date : 2025-04-18 DOI: 10.1016/j.system.2025.103688

Xiaopeng Xu, Averil Coxhead, Jean Parkinson, Peter Gu

{"title":"Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China","authors":"Xiaopeng Xu, Averil Coxhead, Jean Parkinson, Peter Gu","doi":"10.1016/j.system.2025.103688","DOIUrl":"10.1016/j.system.2025.103688","url":null,"abstract":"<div><div>English for Medical Purposes (EMP) education is extensively implemented at universities in China. EMP textbooks are crucial for providing medical students with access to authentic medical language and supporting general English teachers' transition to EMP instruction. The limited existing research on EMP textbooks in China has largely relied on researchers' impressions or teachers' evaluations rather than analyzing textbook content. Broader ESP literature has given limited attention to textbook designers' selection of text types, adaptations of authentic materials, and design of authentic tasks, and has rarely connected textbook design to textbook use. This research analyzed a commonly used EMP textbook in China, focusing on text type, text authenticity, and task design, and used questionnaires to explore how EMP teachers and learners used their textbooks. It aimed to reveal relationships between EMP textbook design and use and provide insights into effective EMP textbook design and ways to maximize its impact. The textbook analysis showed that the textbook writers adapted authentic texts and offered limited text type variety and tasks with restricted authenticity. Questionnaire findings showed that the teachers actively adapted their EMP textbooks through addition, deletion, and modification, and that the learners exercised autonomy in their textbook use through selective content focus and personalized learning methods. These findings provide empirical evidence that EMP textbook design may influence how teachers and learners use textbooks, while highlighting their autonomy in maximizing the textbook's impact. This research offers recommendations for improving EMP textbook design and enhancing effective textbook use by teachers and learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103688"},"PeriodicalIF":4.9,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844047","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

Productive tensions in language teacher education: How educator self-study can inform the research-practice nexus 语文教师教育中的生产张力：教育者自学如何影响研究与实践的联系

IF 4.9 1区文学

System Pub Date : 2025-04-18 DOI: 10.1016/j.system.2025.103691

Gary Bonar, Ruth Fielding, Meihui Wang

{"title":"Productive tensions in language teacher education: How educator self-study can inform the research-practice nexus","authors":"Gary Bonar, Ruth Fielding, Meihui Wang","doi":"10.1016/j.system.2025.103691","DOIUrl":"10.1016/j.system.2025.103691","url":null,"abstract":"<div><div>In language teacher education, balancing theoretical ideals with classroom realities presents inherent tensions. Achieving the goal of teaching-informed research and research-informed teaching is particularly challenging in the context of teaching diverse languages other than English, where the required socio-cultural knowledge is both extensive and under-researched. Framed by the sustainable ecology of multilingual language education and recognising the complex multilingual identities of pre-service and in-service teachers, this study explores the role and agency of language teacher educators (LTEs) across macro, meso, and micro levels of influence. Using a Self-Study of Teacher Education Practices (S-STEP) methodology, the study examines how LTEs reflect on and adapt their practices in response to systemic, institutional, and classroom-level challenges. Data were collected through reflective journals, team meetings, and engagement with PSTs during a language methodology course. Analysis focused on identifying tensions in practice and how these were reframed to support pedagogical decision-making through the integration of theoretical knowledge (episteme) and practical wisdom (phronesis). Findings highlight persistent challenges in bridging theory and practice, supporting PST agency, and preparing teachers for diverse, under-supported school contexts. Key themes include the importance of reflective practice, the influence of contextual constraints, and the need to connect theory with lived experience. By situating these findings within ecological and multilingual frameworks, the study contributes to a deeper understanding of language teacher education and offers practical insights for designing responsive initial teacher education (ITE) programs. It also underscores the importance of LTE reflexivity in strengthening the research-practice nexus.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103691"},"PeriodicalIF":4.9,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143850675","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 : 2025-04-18 DOI: 10.1016/j.system.2025.103684

Chenxi Zheng

引用次数: 0

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