IF 4.9 1区文学

System Pub Date : 2024-09-30 DOI: 10.1016/j.system.2024.103502

Jining Han , Mimi Li

{"title":"Exploring ChatGPT-supported teacher feedback in the EFL context","authors":"Jining Han , Mimi Li","doi":"10.1016/j.system.2024.103502","DOIUrl":"10.1016/j.system.2024.103502","url":null,"abstract":"<div><div>This study investigates the ChatGPT-supported teacher feedback in the Chinese tertiary EFL context and explores an innovative AI-aided writing pedagogy by integrating ChatGPT into teacher writing feedback provisions to alleviate the challenges of teacher feedback in a large class, which were reported in previous research. The participants of this study were four instructors and 102 students from two undergraduate classes in the world language education program. The students completed two writing tasks: an argumentative essay and an expository essay; then, the instructors provided detailed feedback on their essays based on the ChatGPT feedback. Two prompts were provided to ChatGPT after the training: 1) corrective feedback drawing on Ferris's (2006)15 types of common errors and 2) holistic rhetorical feedback. Afterwards, the teachers adapted the ChatGPT feedback and shared the detailed individualized writing feedback with each student. We closely examined the types and features of ChatGPT-supported teacher feedback and how EFL students incorporate this feedback into their writing revisions. The findings indicate that the ChatGPT-supported teacher feedback addressed diverse error categories and included helpful comments on the overall rhetoric. Moreover, the students incorporated more of the feedback into their revisions across tasks, which reflects their deeper engagement with the feedback content. This study notes the importance of an “AI + Teacher” model that leverages the analytical strengths of AI while maintaining essential teacher‒student interactions. This new approach of ChatGPT-supported teacher feedback has great potential in L2 writing feedback provision and will shed novel light on the writing pedagogy with the aid of AIin the digital era.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142359342","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

Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning 特定任务的写作焦虑和自我效能感与一般的 L2 写作焦虑和自我效能感是分开的，它们与任务前和任务内计划中书面纠正反馈的效果有着不同的联系

IF 4.9 1区文学

System Pub Date : 2024-09-30 DOI: 10.1016/j.system.2024.103480

Hyejin An , Shaofeng Li

{"title":"Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning","authors":"Hyejin An , Shaofeng Li","doi":"10.1016/j.system.2024.103480","DOIUrl":"10.1016/j.system.2024.103480","url":null,"abstract":"<div><div>This study examines the validity of task-specific anxiety and self-efficacy and the joint effects of task-specific and general second language (L2) writing anxiety and self-efficacy on learning gains resulting from different task conditions formed based on two types of written corrective feedback and two types of task planning. 115 high school EFL learners in South Korea were divided into two groups and received either direct correction or metalinguistic feedback on their wrong use of English articles and past tense in their written narratives. After receiving feedback, each of the two large groups was further divided into three subgroups, each performing a second writing task under three conditions: pre-task planning, within-task planning, and no planning. The learners responded to questionnaires that aimed to measure task-specific and L2 general anxiety and self-efficacy. The results demonstrated that task-specific anxiety and self-efficacy were distinct from general L2 writing anxiety and self-efficacy and that they played different roles in L2 development under the different treatment conditions. Specifically, general L2 writing anxiety was a negative predictor of learning gains regardless of learning condition; task-specific anxiety showed a positive effect in metalinguistic explanation + within-task planning but a negative effect in all other task conditions; neither task-specific nor general L2 self-efficacy was a significant predictor of treatment effects. This study demonstrates the importance of investigating task-specific individual difference variables and shows the differential associations between general and task-specific individual difference variables on one hand and different types of task-based instruction on the other.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142359341","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

The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments 心理资本在不同语言环境下大学生外语焦虑与学习倦怠关系中的中介作用

IF 4.9 1区文学

System Pub Date : 2024-09-26 DOI: 10.1016/j.system.2024.103499

Chufeng Gu , Feiyang Jin , Yu Li

{"title":"The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments","authors":"Chufeng Gu , Feiyang Jin , Yu Li","doi":"10.1016/j.system.2024.103499","DOIUrl":"10.1016/j.system.2024.103499","url":null,"abstract":"<div><div>Language environments play a crucial role in foreign language learning. Increasing Chinese students choose to attend joint venture colleges where a foreign language is predominantly used. Naturally, the language environment in these institutions differs from that of traditional colleges where Chinese is exclusively used, potentially leading to differences in foreign language anxiety (FLA). However, these differences have not been examined. Although students with higher FLA levels tend to experience heightened learning burnout and reduced psychological capital, a protective factor against the negative impacts of difficulties and challenges, it remains unknown the relationships among these variables in these two types of college students. This study addressed these questions by measuring the FLA levels, learning burnout, and psychological capital of 260 joint venture college students and 267 traditional Chinese college students. Results showed that FLA levels were significantly higher in traditional Chinese college students, psychological capital partially mediated the relationship between FLA and learning burnout in both groups, and school type moderated the path from FLA to psychological capital. These results suggest that psychological capital can mitigate the impact of FLA on learning burnout and these mitigating effects are influenced by language environment. Practical implications for school administrators and instructors are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323955","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

Distinct trajectories of EFL motivation: A self-determination theory perspective EFL 动机的不同轨迹：自我决定理论视角

IF 4.9 1区文学

System Pub Date : 2024-09-25 DOI: 10.1016/j.system.2024.103441

Jiajing Li , Ronnel B. King , Vivian WY Lee

{"title":"Distinct trajectories of EFL motivation: A self-determination theory perspective","authors":"Jiajing Li , Ronnel B. King , Vivian WY Lee","doi":"10.1016/j.system.2024.103441","DOIUrl":"10.1016/j.system.2024.103441","url":null,"abstract":"<div><div>According to self-determination theory, students who learn English as a foreign language (EFL) can be motivated by autonomous or controlled reasons. These motivations change over time, and students could exhibit distinct motivational trajectories. However, previous studies have mostly adopted cross-sectional designs and overlooked the developmental aspects of motivation. Furthermore, there is little understanding of the key factors associated with students' distinct motivational trajectories. To address these gaps, we used parallel process growth mixture modeling to examine the trajectories of students' autonomous and controlled motivation. Participants were 467 students from four junior secondary schools who were surveyed over the course of a semester. Results revealed three distinct motivational trajectories: “increasing controlled motivation”, “stable motivation”, and “increasing autonomous motivation”. Students whose basic psychological needs were satisfied were more likely to be in the “increasing autonomous motivation” profile. Students across distinct profiles had varying levels of achievement with those in the “increasing autonomous motivation” profile showing the highest levels of achievement, and those in the “increasing controlled motivation” profile having the lowest achievement. This study underscores the significance of nurturing autonomous motivation and supporting students’ basic psychological needs in EFL contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142320425","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 EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice 探索英语语言学习者在口语练习中使用人工智能语音评估系统的前景和局限性

IF 4.9 1区文学

System Pub Date : 2024-09-24 DOI: 10.1016/j.system.2024.103497

Bin Zou , Sara Liviero , Qing Ma , Weilei Zhang , Yiran Du , Peiling Xing

{"title":"Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice","authors":"Bin Zou , Sara Liviero , Qing Ma , Weilei Zhang , Yiran Du , Peiling Xing","doi":"10.1016/j.system.2024.103497","DOIUrl":"10.1016/j.system.2024.103497","url":null,"abstract":"<div><div>This study explores English as a Foreign Language (EFL) learners' perceptions of the promise and limitations of <em>EAP Talk</em>, an AI-based speech evaluation system, for speaking practice. Using a mixed-methods approach, data were collected from 366 EFL learners across five universities through questionnaires and semi-structured interviews. The findings reveal that <em>EAP Talk</em> significantly enhances speaking skills, including pronunciation, grammar accuracy, idea-organization, read-aloud, and presentation skills. Participants appreciated the convenience, motivational aspects, and institutional efficiency of <em>EAP Talk</em>, which allowed for flexible and autonomous learning. However, several limitations were identified. Issues with the accuracy of voice recognition and score feedback affected learners' confidence in the feedback. The relevance of practice materials to academic courses was another concern, as was the limited detail in the feedback provided by <em>EAP Talk</em>, which often lacked comprehensive explanations and corrective guidance. The absence of feedback on grammar accuracy and speech organization further limited the tool's effectiveness for developing comprehensive speaking proficiency. These findings suggest that while <em>EAP Talk</em> holds significant potential for enhancing language learning, ongoing improvements are necessary to address its limitations. This study contributes to the understanding of how <span>AI</span> tools can support EFL learners for speaking practice.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142315824","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

Artificial Intelligence in L2 learning: A meta-analysis of contextual, instructional, and social-emotional moderators L2 学习中的人工智能：对情境、教学和社会情感调节因素的元分析

IF 4.9 1区文学

System Pub Date : 2024-09-23 DOI: 10.1016/j.system.2024.103498

Xiu-Yi Wu

{"title":"Artificial Intelligence in L2 learning: A meta-analysis of contextual, instructional, and social-emotional moderators","authors":"Xiu-Yi Wu","doi":"10.1016/j.system.2024.103498","DOIUrl":"10.1016/j.system.2024.103498","url":null,"abstract":"<div><div>This study conducts a comprehensive meta-analysis to examine the effectiveness of artificial intelligence (AI) interventions in language learning and to explore the moderating effects of various contextual, instructional, and social-emotional factors. By synthesizing data from 49 studies comprising 79 reports, the analysis reveals that AI interventions have a significant positive impact on language learning outcomes. The study identifies several key moderators influencing AI effectiveness, including the learning environment, intervention duration, educational level, participants’ age, sample size, language skills targeted, interactivity types, and feedback sources. The findings indicate that online and blended learning environments, medium-duration interventions (6 weeks–6 months), higher education settings, and young adult learners show the highest effectiveness. Additionally, AI interventions are most effective in enhancing listening and speaking skills, with significant benefits also observed for writing and vocabulary acquisition. Social-emotional factors such as motivation, anxiety reduction, and willingness to communicate are positively influenced by AI, though engagement and satisfaction exhibit variability. The study underscores the importance of personalized and adaptive AI tools, leveraging both automated and human feedback to maximize learning outcomes. These insights contribute to the growing body of literature on AI in education, offering guidance for optimizing AI-enhanced educational tools to support diverse learners effectively. Future research should further investigate individual differences among learners to tailor AI interventions more precisely and enhance their educational impact.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142359343","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 : 2024-09-21 DOI: 10.1016/j.system.2024.103492

Lixiang Gao

引用次数: 0

Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate 为汉语作为遗产语言的年轻学习者的口语表现建模：第二语言胆量、动机强度和交流意愿的相互作用

IF 4.9 1区文学

System Pub Date : 2024-09-20 DOI: 10.1016/j.system.2024.103490

Peijian Paul Sun , Jiayi Zhang , Xian Zhao

{"title":"Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate","authors":"Peijian Paul Sun , Jiayi Zhang , Xian Zhao","doi":"10.1016/j.system.2024.103490","DOIUrl":"10.1016/j.system.2024.103490","url":null,"abstract":"<div><p>Despite the growing attention to non-cognitive factors and their effects explored in studies inspired by Positive Psychology, there remains a scarcity of research examining how these factors impact young heritage learners’ language development in Chinese as a Heritage Language (CHL) learning, weakening the generalization of prior findings. Given the importance of speaking ability in developing communication skills and fostering language proficiency, this study investigates the interplay effects of L2 grit, motivational intensity, and willingness to communicate (WTC) on the L2 speaking performance among young CHL learners (<em>N</em> = 383), employing structural equation modeling (SEM). The findings indicate that 1) L2 grit, which encompasses perseverance of effort (PE) and consistency of interest (CI), significantly and positively predicts motivational intensity; 2) PE and WTC are direct predictors of speaking performance, whereas CI is not a direct predictor; 3) CI indirectly predicts speaking performance through the mediation of WTC; and 4) both PE and CI can positively predict speaking performance through the serial mediation of motivational intensity and WTC. The research concludes by presenting its implications for CHL educators and instructors in designing tailored approaches to enhancing young learners’ speaking skills within the framework of heritage language and beyond.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24002720/pdfft?md5=d9f34f0606d62ec288e3f85efabb6960&pid=1-s2.0-S0346251X24002720-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272926","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

The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners 分块阅读策略训练对母语为日语的英语学习者单词分块能力的影响

IF 4.9 1区文学

System Pub Date : 2024-09-20 DOI: 10.1016/j.system.2024.103495

Takumi Kosaka

{"title":"The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners","authors":"Takumi Kosaka","doi":"10.1016/j.system.2024.103495","DOIUrl":"10.1016/j.system.2024.103495","url":null,"abstract":"<div><div>The Chunk-and-Pass model posits that language acquisition involves learning to effectively chunk linguistic input, thereby recoding it into larger linguistic sequences, such as from words to phrases, to form more abstract representations. This quasi-experimental study investigates the impact of Chunk Reading Strategy Training (CRST) on enhancing the word chunking skills of low-proficiency Japanese English learners. In the CRST intervention, English sentences were segmented into smaller units—each grammatically and semantically meaningful—and presented on a computer screen one chunk at a time. Using a pre-posttest design, 29 Japanese secondary school students underwent the CRST intervention (treatment group), while 21 students received block-format reading training (control group) in 10 sessions of 15–20 min each. Results from a self-paced reading task showed that the treatment group significantly improved their word chunking skills in the posttest, whereas the control group did not. These findings suggest that CRST has the potential to enhance word chunking skills among Japanese English learners and shed light on the pedagogical implications of the Chunk-and-Pass model.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X2400277X/pdfft?md5=47a4cb83d61c4b329a64383624418386&pid=1-s2.0-S0346251X2400277X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311057","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

A narrative inquiry into EFL tutors’ career trajectories through social cognitive career theory 通过社会认知职业理论对英语教师职业轨迹的叙事研究

IF 4.9 1区文学

System Pub Date : 2024-09-20 DOI: 10.1016/j.system.2024.103489

Bin Hua, Kevin Wai Ho Yung

{"title":"A narrative inquiry into EFL tutors’ career trajectories through social cognitive career theory","authors":"Bin Hua, Kevin Wai Ho Yung","doi":"10.1016/j.system.2024.103489","DOIUrl":"10.1016/j.system.2024.103489","url":null,"abstract":"<div><p>Despite the prevalence of English private tutoring (EPT) in EFL contexts, scant literature has focused on its tutors’ career experiences. This narrative study, underpinned by social cognitive career theory (SCCT), inquiries into the career trajectories of three EFL tutors in Mainland China. Data were mainly collected through three rounds of narrative interviews. Tutors’ photos representing significant career moments supplemented the interview data. Based on their narratives, these participants experienced ‘zigzag’ career trajectories that featured frequent turnovers, lengthy work gaps, and identity shifts from institutional tutors to start-up owners. Informed by SCCT, this study unveils that tutors’ career trajectories were shaped by their self-efficacy beliefs associated with personal attributes and prior experiences. Tutors’ trajectories were also shaped by their outcome expectations from material and social perspectives, and contextual influences, including personal opportunities and barriers, institutional management, and socio-political factors like the ongoing ‘Double Reduction’ policy. These findings are discussed in order to inform other tutors to visualize and organize their career development within the context of policy constraints and, furthermore, offer implications for tutorial institutions to retain tutors for instructional consistency. This inquiry also demonstrates the potential to apply the SCCT model to understanding teachers’ career development in the ‘shadow education’ context.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272925","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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