IF 5.6 1区文学

System Pub Date : 2025-09-21 DOI: 10.1016/j.system.2025.103847

Anuchaya Montakantiwong , Natsuno Funada

{"title":"Measuring the Global Englishes mindset: Development and validation of the GEM-Q for EFL learners","authors":"Anuchaya Montakantiwong , Natsuno Funada","doi":"10.1016/j.system.2025.103847","DOIUrl":"10.1016/j.system.2025.103847","url":null,"abstract":"<div><div>Despite growing interest in Global Englishes (GE)-informed pedagogy, most existing studies fall short in capturing the nuanced and evolving attitudes of learners toward the pluralistic realities of English today. Current research instruments often lack the conceptual depth and methodological rigor needed to assess key constructs such as linguistic diversity, native-speakerism, and learner agency. Responding to recent calls for more robust tools to measure complex constructs like identity and attitude (Rose & McKinley, 2025), this study introduces and validates the Global Englishes Mindset Questionnaire (GEM-Q), a theoretically grounded, empirically tested instrument aligned with the Global Englishes Language Teaching (GELT) framework. Drawing on prior instruments and qualitative insights, the GEM-Q was refined through exploratory factor analysis (<em>N</em> = 418) and confirmatory factor analysis (<em>N</em> = 192) involving Thai EFL undergraduate students. The results confirmed a reliable four-factor structure: Multilingual utility value, Linguistic diversity orientation, Accent bias and Nativespeakerism, and Agency in English communication. These findings reveal the layered and sometimes conflicting attitudes learners hold toward Global Englishes. The paper concludes by highlighting the GEM-Q's potential for guiding future pedagogical interventions and cross-contextual attitude research in English language education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103847"},"PeriodicalIF":5.6,"publicationDate":"2025-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145094898","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 assessment in the era of generative artificial intelligence: Opportunities, challenges, and future directions 生成式人工智能时代的语言评估：机遇、挑战与未来方向

IF 5.6 1区文学

System Pub Date : 2025-09-20 DOI: 10.1016/j.system.2025.103846

Ping-Lin Chuang , Xun Yan

{"title":"Language assessment in the era of generative artificial intelligence: Opportunities, challenges, and future directions","authors":"Ping-Lin Chuang , Xun Yan","doi":"10.1016/j.system.2025.103846","DOIUrl":"10.1016/j.system.2025.103846","url":null,"abstract":"<div><div>Recent breakthroughs in generative artificial intelligence (GenAI) have shaken the field of language assessment in unprecedented ways. On one hand, large-scale testing companies and organizations have spearheaded AI-based assessment models, infusing GenAI elements into various test development and quality management procedures. On the other hand, in local institutional contexts, although the interest in incorporating AI-based elements in instructional programs has also been soaring, little discussion has been made regarding the affordances and affordability of AI-based assessment systems in local contexts, and the impact of AI on language assessment across contexts remains underexplored. This paper presents a systematic review of 77 articles published on GenAI use in language testing and assessment, to synthesize assessment challenges, opportunities, and solutions involving GenAI. We review issues of GenAI in the domains of reliability, validity, fairness, and practicality in large-scale, local, and classroom-based assessments. Based on the findings from the systematic review, we identify principles and best practices of language assessment in the age of GenAI. Additionally, we provide future directions for assessment research and practice related to GenAI, with a focus on impact and sustainability of GenAI in language assessment across contexts. We caution researchers and practitioners about the danger of following the trend of incorporating GenAI in an unmeasured and unselective manner.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103846"},"PeriodicalIF":5.6,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157643","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

Learner engagement in comprehension-based and production-based tasks: Insights from young learners through an ecological perspective 学习者对基于理解和基于生产的任务的参与：从生态学的角度看年轻学习者的见解

IF 5.6 1区文学

System Pub Date : 2025-09-18 DOI: 10.1016/j.system.2025.103840

Bo Peng , Yan Zhu

{"title":"Learner engagement in comprehension-based and production-based tasks: Insights from young learners through an ecological perspective","authors":"Bo Peng , Yan Zhu","doi":"10.1016/j.system.2025.103840","DOIUrl":"10.1016/j.system.2025.103840","url":null,"abstract":"<div><div>This study examined and compared young learners (YLs)' task engagement across cognitive, behavioural, and emotional dimensions between comprehension-based and production-based tasks in second language (L2) classrooms and explored factors contributing to their engagement and disengagement from an ecological perspective. Twenty-five students from a third-grade class participated in this mixed-methods study. Data collection involved task engagement questionnaires, classroom observation, focus groups, field notes, teacher's reflective journal, and project documents. The results showed that L2 learners perceived significantly greater behavioural engagement in comprehension-based than production-based tasks. No significant differences were observed in YLs'perceived emotional and cognitive engagement. Learners' task engagement was influenced by various individual and contextual factors across different layers in the ecosystem synergistically, including learner-related, peer-related, teacher-related and materials-related factors at the microsystem level; task adaptation at the mesosystem level; textbook task design at the exosystem level; and curriculum reform at the macrosystem level. The study provides insights for stakeholders within the educational ecosystem, such as textbook writers, teacher educators, and L2 teachers, to enhance task design and address factors affecting YLs' engagement in L2 classrooms.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103840"},"PeriodicalIF":5.6,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145094900","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

How emotions shape engagement in EMI classrooms: A configurational fsQCA approach 情绪如何影响EMI课堂的参与度：一种配置的fsQCA方法

IF 5.6 1区文学

System Pub Date : 2025-09-17 DOI: 10.1016/j.system.2025.103844

Haiying Liang

{"title":"How emotions shape engagement in EMI classrooms: A configurational fsQCA approach","authors":"Haiying Liang","doi":"10.1016/j.system.2025.103844","DOIUrl":"10.1016/j.system.2025.103844","url":null,"abstract":"<div><div>Recent developments in second language acquisition research have highlighted the crucial role of emotions in shaping learners' engagement, especially within English Medium Instruction environments. While individual emotions such as anxiety or enjoyment have been widely studied, limited attention has been paid to how multiple emotions co-occur and interact to influence classroom engagement. This study addresses this gap by examining the interplay of seven emotions (surprise, curiosity, surprise, confusion, confusion, anxiety, boredom) on engagement in EMI classrooms among Chinese learners of English as a foreign language. Employing fuzzy-set qualitative comparative analysis, data from 589 university students were analyzed. The findings revealed that no single emotion independently predicted engagement. Instead, five distinct emotional configurations emerged, indicating diverse combinations of emotions influence engagement. This research enriches current understanding by exposing the intricate emotional mechanisms driving engagement through a configurational perspective. The results highlight the importance for educators to recognize students’ diverse emotional landscapes and promote positive emotions.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103844"},"PeriodicalIF":5.6,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145094899","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 cognitive-affective nexus: How task sequencing reshapes pronunciation learning trajectories 认知-情感关系：任务排序如何重塑发音学习轨迹

IF 5.6 1区文学

System Pub Date : 2025-09-15 DOI: 10.1016/j.system.2025.103845

Awad Alshehri

{"title":"The cognitive-affective nexus: How task sequencing reshapes pronunciation learning trajectories","authors":"Awad Alshehri","doi":"10.1016/j.system.2025.103845","DOIUrl":"10.1016/j.system.2025.103845","url":null,"abstract":"<div><div>This study investigates how the sequencing of pronunciation tasks influences learners’ cognitive engagement and affective responses, focusing on the underexplored intersection between attention, emotion, and phonological development. Drawing on a sample of intermediate L2 English learners (N = 60), we compared performance across three groups exposed to segmental, suprasegmental, and connected speech tasks arranged in either pedagogically-sequenced or random order. Acoustic, perceptual, and self-report data were collected to examine pronunciation gains, attentional patterns, and emotional shifts over time. Findings reveal that structured task sequencing significantly enhances segmental accuracy and prosodic fluency, while also reducing anxiety and increasing learner engagement. In contrast, random task presentation led to weaker gains and heightened emotional variability. These results support the view that pronunciation instruction benefits from systematic task progression, particularly when emotional and cognitive demands are aligned. We propose a cognitive-affective model of task-based pronunciation instruction, emphasizing the dynamic interplay between processing demands and learner emotion. This framework extends existing theories of second language task design by integrating affective variables as core components, rather than peripheral influences. The study contributes both empirically and conceptually to research on pronunciation pedagogy, with implications for curriculum design and task-based language teaching more broadly.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103845"},"PeriodicalIF":5.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145094901","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

Human-written vs. ChatGPT-generated texts: Stance in English research article abstracts 人工撰写与chatgpt生成文本：英文研究文章摘要的立场

IF 5.6 1区文学

System Pub Date : 2025-09-13 DOI: 10.1016/j.system.2025.103842

Man Zhang , Jiawei Zhang

{"title":"Human-written vs. ChatGPT-generated texts: Stance in English research article abstracts","authors":"Man Zhang , Jiawei Zhang","doi":"10.1016/j.system.2025.103842","DOIUrl":"10.1016/j.system.2025.103842","url":null,"abstract":"<div><div>While ChatGPT demonstrates great potential as a writing assistant tool, it is not without its limitations. This article investigates the use of stance in human-written and ChatGPT-generated abstracts to evaluate the performance of ChatGPT in generating academic texts. It built a corpus of 600 human-written and 600 ChatGPT-generated abstracts, adopted a theory-informed and corpus-driven approach and a mixed-methods design, constructed a system of stance, and explored the stance use in the corpus. Stance, referring to the writer's judgments, evaluations, assessments, and feelings, can be interpreted as a three-dimensional system: type (epistemic, affective), value (high: boosters and positive affect, low: hedges and negative affect), and orientation (explicit, implicit). In both types of abstracts, stance markers are mainly used to express the epistemic and positive attitudes implicitly. However, compared to the stance in human-written abstracts, those in ChatGPT-generated abstracts are significantly more affect-oriented. The similarities and differences in the stance use between the two types of abstracts are ascribable to the nature of abstracts and the underlying mechanism of ChatGPT. This study provides a theoretical framework for understanding and analyzing stance in texts. The findings offer implications for academic English writing and teaching, and the advancement and innovation of AI.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103842"},"PeriodicalIF":5.6,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048780","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

Assessing writing quality in story continuation writing tasks: The role of linguistic alignment 故事续篇写作任务的写作质量评估：语言一致性的作用

IF 5.6 1区文学

System Pub Date : 2025-09-12 DOI: 10.1016/j.system.2025.103839

Peng Bi , Xiaofei Lu , Shipian Ji

{"title":"Assessing writing quality in story continuation writing tasks: The role of linguistic alignment","authors":"Peng Bi , Xiaofei Lu , Shipian Ji","doi":"10.1016/j.system.2025.103839","DOIUrl":"10.1016/j.system.2025.103839","url":null,"abstract":"<div><div>The story continuation writing task (SCWT) has emerged as an effective pedagogical and assessment tool. To date, most studies on linguistic alignment in the SCWT have focused on its learning benefits, with few exploring it from an assessment perspective. The current study addresses this gap by investigating the relationship between linguistic alignment and writing scores in the SCWT to identify the target abilities measured by alignment with the reading passage, which is considered as a unique construct of the SCWT within the theoretical framework of <em>xu</em>-argument. Our data consist of 99 writing samples produced for a continuation task by 99 Chinese high-school English as a foreign language learners. Building on previous studies, we measure alignment in three dimensions: lexical, syntactic, and semantic. The study finds that: 1) learners’ continuations tend to align closely with the reading passage, primarily through the reuse of content words and syntactic structures and further characterized by a high degree of semantic similarity; 2) higher alignment levels do not necessarily correlate with higher writing quality. Specifically, the overlap of content words, and noun and verb synonyms negatively correlates with writing scores, while semantic similarity has a positive correlation with writing scores. These results suggest that alignment may be perceived differently from pedagogical and assessment perspectives. Furthermore, the construct of linguistic alignment in the SCWT is closely related to the cohesion and creativity of the continued story. The implications of these findings for revising the SCWT rating rubrics are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103839"},"PeriodicalIF":5.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048779","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

Exploring second language writers’ engagement with ChatGPT feedback: Revision behaviors and perceptions 探索第二语言作者对ChatGPT反馈的参与：修改行为和感知

IF 5.6 1区文学

System Pub Date : 2025-09-11 DOI: 10.1016/j.system.2025.103837

Behice Ceyda Cengiz , Zeynep Bilki , Amine Hatun Ataş , Berkan Celik

{"title":"Exploring second language writers’ engagement with ChatGPT feedback: Revision behaviors and perceptions","authors":"Behice Ceyda Cengiz , Zeynep Bilki , Amine Hatun Ataş , Berkan Celik","doi":"10.1016/j.system.2025.103837","DOIUrl":"10.1016/j.system.2025.103837","url":null,"abstract":"<div><div>While recent research underlines ChatGPT's potential as a second language (L2) writing feedback tool, its effectiveness and role in engaging L2 writers require further investigation. This study explores how English as a Foreign Language (EFL) writers engage with ChatGPT feedback by analyzing their revision behaviors and perceptions of its effectiveness in revising their opinion essays. Using a convergent parallel mixed methods design, the study involved 25 B1-level EFL students from a university in Türkiye. Data were collected through essay drafts, change tracker sheets, a questionnaire, and interviews. The descriptive and thematic analysis of essays, change tracker sheets, and interviews revealed that most content and language feedback was accepted, while organization feedback received mixed engagement of acceptance and rejection. Students were more likely to accept language use feedback than content or organization feedback, often incorporating ChatGPT's revisions directly. For content feedback, the most common revision operations were additions and substitutions while more than a third of the revisions in response to organization feedback involved no corrections. Correction was the most frequent revision operation for language use feedback. Questionnaire and interview analyses further revealed that while ChatGPT feedback was generally well-received and considered beneficial for writing improvement, students faced challenges related to feedback length, specificity, advanced language, and misunderstandings. This study provides valuable insights into how EFL students interact with ChatGPT-generated feedback, highlighting both its potential to support L2 writing development and the challenges that may limit its effectiveness.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103837"},"PeriodicalIF":5.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048778","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

From learner to ambassador: Navigating cultural identity in foreign language classrooms through a transpositioning lens 从学习者到大使：从换位视角看外语课堂中的文化认同

IF 5.6 1区文学

System Pub Date : 2025-09-08 DOI: 10.1016/j.system.2025.103833

Xiuchuan Lu , Ya Zuo

{"title":"From learner to ambassador: Navigating cultural identity in foreign language classrooms through a transpositioning lens","authors":"Xiuchuan Lu , Ya Zuo","doi":"10.1016/j.system.2025.103833","DOIUrl":"10.1016/j.system.2025.103833","url":null,"abstract":"<div><div>The concept of transpositioning, introduced by Li and Lee, describes how individuals fluidly shift their identities through dynamic translanguaging practices. Recent developments extend this framework to include transmodal practices, which complement and enhance meaning-making across linguistic, visual, and multimodal resources in multilingual settings. Drawing on this perspective, the present study explores how teachers and students co-construct and negotiate cultural identity in L3 Spanish classrooms. Based on 540 min of classroom observations, stimulated recall interviews with two teachers, and open-answer questionnaires from 40 students, our findings reveal that transpositioning occurs concurrently, with both teachers and students embodying multiple identities. We identified three states in the emergence of knowledge and communication, illustrating the complex flow of cultural identities within the relational dynamics of the classroom. This study concludes that both translanguaging and transmodal practices can facilitate identity navigation, helping participants to transcend linguistic and cultural barriers. These practices, in turn, enhance teaching effectiveness and contribute to a more interactive and flexible classroom environment.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103833"},"PeriodicalIF":5.6,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010271","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

Effects of three levels of AI integration on second language academic writing: Evaluating restricted, guided, and free use of ChatGPT 三个层次的AI整合对第二语言学术写作的影响：评估限制、引导和自由使用ChatGPT

IF 5.6 1区文学

System Pub Date : 2025-09-08 DOI: 10.1016/j.system.2025.103820

Seungjin Hong , Yu Kyoung Shin

{"title":"Effects of three levels of AI integration on second language academic writing: Evaluating restricted, guided, and free use of ChatGPT","authors":"Seungjin Hong , Yu Kyoung Shin","doi":"10.1016/j.system.2025.103820","DOIUrl":"10.1016/j.system.2025.103820","url":null,"abstract":"<div><div>This study evaluates the impact of different ChatGPT usage protocols as instructional tools for academic writing among L2-English learners by exploring how three levels of AI integration affect learning outcomes. Three groups of Korean college students (<em>n</em> = 103) were taught by the same instructor in English essay writing courses: The Restricted group did not use ChatGPT, the Guided group accessed it only during supervised in-class activities, and the Free group had unrestricted access to ChatGPT throughout the semester. The results indicate that both the Guided and Free groups consistently outperformed the Restricted group, demonstrating the educational benefits of AI engagement as an innovative approach to language learning. A close examination of essay scores finds that the Guided group excelled in content quality, although there were no significant differences in organization and language use between the Guided and Free groups. This suggests that while structured guidance is crucial for content development, more autonomy may be advantageous in other areas of writing. An interview with the instructor provides further insights into how different levels of autonomy in engagement with AI affected student engagement, and suggests the benefits of strategically integrating AI to improve L2 academic writing skills.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103820"},"PeriodicalIF":5.6,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010272","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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