IF 4.9 1区文学

System Pub Date : 2025-07-07 DOI: 10.1016/j.system.2025.103770

Sha Luo , Zhengdong Gan

引用次数: 0

Examining the association between boredom and English achievement in the contexts of self-efficacy and English proficiency levels: A perspective combining the control-value theory and the Island Ridge Curve 自我效能感和英语水平背景下无聊感与英语成绩的关系研究：控制价值理论和岛岭曲线的结合视角

IF 4.9 1区文学

System Pub Date : 2025-07-04 DOI: 10.1016/j.system.2025.103764

Yuyang Cai , Qiaoling Zuo , Qianwen Ge

{"title":"Examining the association between boredom and English achievement in the contexts of self-efficacy and English proficiency levels: A perspective combining the control-value theory and the Island Ridge Curve","authors":"Yuyang Cai , Qiaoling Zuo , Qianwen Ge","doi":"10.1016/j.system.2025.103764","DOIUrl":"10.1016/j.system.2025.103764","url":null,"abstract":"<div><div>Boredom is believed to have a detrimental effect on second/foreign language learning (L2) achievement. Studies on boredom are usually framed under the control-value theory, believing that appraisals of control (e.g., self-efficacy and L2 proficiency) and value (i.e., importance) can diminish boredom and its effect on L2 achievement. However, the associations are mostly assumed to be linear. The Island Ridge Curve (IRC) theory posits nonlinearity between individual attributes and L2 achievement. Combining the control-value theory and the IRC, the current study examined this nonlinearity in the relationship among self-efficacy, boredom, L2 achievement, and L2 proficiency. A total of 400 10th graders from a Chinese high school participated in the study. Data analysis involved three steps: (1) conducting latent profile analysis to identify the latent English proficiency groups; (2) conducting analysis of variance to compare the difference in the level of boredom across different proficiency groups; and (3) conducting multigroup structural equation modeling to explore the variation of the associations among boredom, self-efficacy, and L2 (English) achievement across different proficiency groups. Our results showed that (1) boredom appeared to be higher (though the difference is non-significant) with students in low and high L2 proficiency groups, (2) the association between boredom and English achievement was negative and fluctuated in the negative-null-negative pattern across different proficiency groups, and (3) the association between self-efficacy and boredom was negative and fluctuated in the negative (non-significant)-larger negative-smaller negative pattern. Our results show the value of combining the control-value theory and the IRC to study boredom.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103764"},"PeriodicalIF":4.9,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563549","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 : 2025-07-03 DOI: 10.1016/j.system.2025.103758

Ming Chen , A.Y.M. Atiquil Islam

引用次数: 0

Comparative effects of direct written corrective feedback and AI-generated reformulation on second language learners’ depth of processing and grammatical accuracy 直接书面纠错反馈和人工智能生成的改写对第二语言学习者加工深度和语法准确性的影响比较

IF 4.9 1区文学

System Pub Date : 2025-07-03 DOI: 10.1016/j.system.2025.103765

Yoko Fujisawa, Natsuko Shintani

{"title":"Comparative effects of direct written corrective feedback and AI-generated reformulation on second language learners’ depth of processing and grammatical accuracy","authors":"Yoko Fujisawa, Natsuko Shintani","doi":"10.1016/j.system.2025.103765","DOIUrl":"10.1016/j.system.2025.103765","url":null,"abstract":"<div><div>This study employs depth of processing (DoP; Leow, 2015, 2020) to examine the comparative effects of unfocused direct corrective feedback (direct CF) and AI-generated reformulation on second language (L2) learners’ feedback processing and their grammatical accuracy in writing. Thirty-two first-year non-English majors at a private university were divided into two groups: one receiving direct CF (DF group) and the other receiving AI-generated reformulation (AGR group) on their narrative essays. While examining the respective feedback, the participants engaged in written languaging. Learners’ three writing texts (i.e., the first draft, a revision without accessing feedback, and a new piece of writing) were analyzed to assess the accuracy of the target grammatical feature (i.e., the past counterfactual conditional). Language-related episodes were identified in the learners’ written verbalization data to examine their DoP of the feedback on the target structure. The results indicate that the DF group exhibited deeper processing than the AGR group. The analysis of their written products indicates that both groups improved the accuracy of the target feature in their revisions. However, only the DF group showed a significant improvement from their first drafts to their new pieces of writing, while the AGR group did not show such significant improvement.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103765"},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595491","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 narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program 语言教育政策在青年再参与计划中的角色的叙事自传体探索

IF 4.9 1区文学

System Pub Date : 2025-07-03 DOI: 10.1016/j.system.2025.103754

Jeremy Hurdus

{"title":"A narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program","authors":"Jeremy Hurdus","doi":"10.1016/j.system.2025.103754","DOIUrl":"10.1016/j.system.2025.103754","url":null,"abstract":"<div><div>This study explores the language-in-education policy roles taken up by an instructor/case manager in his support of emergent bilinguals in a youth reengagement program in the American state of Washington. In conceptualizing agency as relationally constituted, I apply positioning analysis to journal entries in order to identify policy roles as they emerge in interaction with others. The findings reveal that I act as a gatekeeper, translator, and critic which are then situated within existing typologies of language policy roles and discussed in terms of their relational and discursive production. Given the impact student placement and acceptance procedures have on emergent bilinguals, gatekeeper may deserve its own category as a policy role in the literature. Additionally, while some positions co-emerge relationally between multiple agents taking up the same role, others are merely relationally contingent. In these cases, an interlocutor facilitates another individual either assuming a policy role or reevaluating his/her interpretation of the rights and duties associated with that position. Because students often participate in this process, they deserve greater attention as language policy actors. Finally, these findings highlight the need for further scholarship aimed at developing a more nuanced typology of language-in-education policy roles.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103754"},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534173","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 two mobile-assisted language learning apps on L2 receptive and productive vocabulary knowledge: A mixed-methods study 两种移动辅助语言学习应用程序对二语接受性和生产性词汇知识的影响：一项混合方法的研究

IF 4.9 1区文学

System Pub Date : 2025-07-03 DOI: 10.1016/j.system.2025.103763

Mostafa Janebi Enayat , Nazanin Asadi Ghadim , Ali Arabmofrad

{"title":"Effects of two mobile-assisted language learning apps on L2 receptive and productive vocabulary knowledge: A mixed-methods study","authors":"Mostafa Janebi Enayat , Nazanin Asadi Ghadim , Ali Arabmofrad","doi":"10.1016/j.system.2025.103763","DOIUrl":"10.1016/j.system.2025.103763","url":null,"abstract":"<div><div>Despite the popularity of mobile apps for second language (L2) vocabulary learning, the specific app features that influence various aspects of vocabulary knowledge remain uncertain. This study compares the effects of two newly developed apps, Sayra and Zabanyad, on L2 receptive and productive vocabulary acquisition. Additionally, the perceived advantages and disadvantages associated with each app were probed. Forty-two Iranian English as a Foreign Language (EFL) learners were divided into two experimental groups (using Sayra or Zabanyad) and a control group. Participants completed the New Vocabulary Levels Test (NVLT), a pretest encompassing the vocabulary from both apps, followed by an immediate receptive vocabulary posttest and a delayed productive vocabulary posttest. Semi-structured interviews were also conducted with learners in the experimental groups to gather qualitative insights. The results indicated that users of Sayra significantly outperformed both Zabanyad users and the control group in the receptive vocabulary posttest. However, no significant differences were observed among the groups in the productive vocabulary posttest. Qualitative findings revealed a generally favorable perception of Sayra, for integrating game-based elements, such as leaderboards, rewards, and challenges. The findings have implications for L2 teachers and developers of mobile-assisted language learning (MALL) materials, highlighting the potential of gamification to enhance vocabulary learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103763"},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534172","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

Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school 加强研究与实践的联系：奥地利中学英语教学中实施译语教学法的关键时刻

IF 4.9 1区文学

System Pub Date : 2025-07-02 DOI: 10.1016/j.system.2025.103762

Elizabeth J. Erling , Miriam Weidl

{"title":"Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school","authors":"Elizabeth J. Erling , Miriam Weidl","doi":"10.1016/j.system.2025.103762","DOIUrl":"10.1016/j.system.2025.103762","url":null,"abstract":"<div><div>This article presents a case study of an English teacher at a linguistically diverse urban middle school in Vienna, tracing a sustained teacher–researcher collaboration within the Udele project. Using the critical moments paradigm, the study identifies transformative instances that challenged assumptions, shifted perspectives and informed the implementation of translanguaging in English language education. Drawing on a rich dataset, including interviews, email and text exchanges, classroom observations and fieldnotes, it examines how multilingualism was actively leveraged as a resource, leading to innovative and context-sensitive teaching practices. By tracing how these moments evolved within the Udele project, the study shows how sustained collaboration can strengthen the link between research and practice, offering actionable insights for evidence-based, translanguaging-informed pedagogies. It responds to persistent concerns about the disconnect between research and classroom realities, demonstrating how collaborative, practice-oriented inquiry can help bridge this gap. The findings highlight the potential of such approaches to address systemic challenges in teacher education, including teacher shortages, limited training and perceived divides between theory and practice. More broadly, the study shows how localized shifts in pedagogy can inform teacher education in resource-constrained, culturally and linguistically diverse contexts, offering practical strategies for more effective research–practice integration.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103762"},"PeriodicalIF":4.9,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579581","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 effects of group size on critical thinking and writing development in collaborative writing: A mixed methods study 小组规模对合作写作中批判性思维和写作发展的影响：一项混合方法研究

IF 4.9 1区文学

System Pub Date : 2025-07-01 DOI: 10.1016/j.system.2025.103738

Min Fan , Xia Liu , Xiaohua Song , Jianling Xie

{"title":"The effects of group size on critical thinking and writing development in collaborative writing: A mixed methods study","authors":"Min Fan , Xia Liu , Xiaohua Song , Jianling Xie","doi":"10.1016/j.system.2025.103738","DOIUrl":"10.1016/j.system.2025.103738","url":null,"abstract":"<div><div>In recent years, research on collaborative dialogue and peer interaction patterns in ESL/EFL collaborative writing (CW) and their relation to the co-constructed text quality has been burgeoning. However, scarce is the research on the interplay between CW and critical thinking (CT). This study employs a mixed-methods research (MMR) design, integrating a quasi-experimental study with focus group interviews, to examine the influence of CW group sizes on CT and writing proficiency among 184 intermediate EFL tertiary-level learners. The participants were divided into four experimental groups—pairs, triads, quads, and quintets—and a comparison group that engaged in independent writing. Over eight weeks, all groups completed pre- and post-tests in writing proficiency and produced two argumentative essays to assess CT skills. After the posttest, four focus group interview sessions were conducted, one for each of the four experimental groups. The quantitative results indicate a trade-off: larger CW groups cultivate collective CT but impair individual writing proficiency. The interview data reveal a different trade-off: despite their higher CT performance, larger groups may report more conflicts and less favorable perceptions of CW tasks in fostering CT. The study discusses the pedagogical implications of these findings and offers recommendations for optimizing CW group sizes to balance CT development with writing proficiency.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103738"},"PeriodicalIF":4.9,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144523419","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

Becoming a teacher in the era of AI: A multiple-case study of pre-service teachers’ investment in AI-facilitated learning-to-teach practices 在人工智能时代成为一名教师：职前教师在人工智能促进下的“学与教”实践中的投资多案例研究

IF 4.9 1区文学

System Pub Date : 2025-06-30 DOI: 10.1016/j.system.2025.103746

Yue Zhang , Chun Lai , Michelle Ming Yue Gu

{"title":"Becoming a teacher in the era of AI: A multiple-case study of pre-service teachers’ investment in AI-facilitated learning-to-teach practices","authors":"Yue Zhang , Chun Lai , Michelle Ming Yue Gu","doi":"10.1016/j.system.2025.103746","DOIUrl":"10.1016/j.system.2025.103746","url":null,"abstract":"<div><div>Language learning and teaching research explores the affordances and constraints of generative artificial intelligence (GenAI) tools and learners' and teachers' AI literacy. However, little attention has been directed to teachers' use of such tools and their implications for the development of GenAI literacies as diverse, historically, and culturally variable practices involving AI tools, especially pre-service teachers (PSTs) in the second language (L2) context. Based on an exploratory multiple-case study of five undergraduate PSTs in Hong Kong, this paper adopts the model of L2 investment (Darvin & Norton, 2015) to address this need by posing three question: 1. What are the GenAI literacies that PSTs invest in as they learn to teach? 2. What are the perceived affordances and constraints of GenAI tools in their learning-to-teach practices? 3. To what extent do their identity and access to resources shape these literacies? Data was collected from a survey, interviews, and observations of participants' GenAI use, and triangulated using content analysis. Findings reveal how PSTs invest in their English and pedagogy learner, bilingual writer, and teacher identities that intertwine with their identities as users of various GenAI tools in GenAI-empowered spaces as ideological sites that shaped PSTs' dispositions and positioning. Recognizing how PSTs deploy multiple resources to invest in contrasting GenAI literacies, this study underscores the need for the language classroom to integrate GenAI literacies instruction that enables a critical awareness of how GenAI tools operate.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103746"},"PeriodicalIF":4.9,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513752","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

Effect of auditory precision on L2 speech learning is partially mediated by learning target and instruction form 学习目标和教学形式在听觉精准度对二语言语学习的影响中起部分中介作用

IF 4.9 1区文学

System Pub Date : 2025-06-27 DOI: 10.1016/j.system.2025.103760

Xuanda Chen , Lei Zeng , Yalei Li

{"title":"Effect of auditory precision on L2 speech learning is partially mediated by learning target and instruction form","authors":"Xuanda Chen , Lei Zeng , Yalei Li","doi":"10.1016/j.system.2025.103760","DOIUrl":"10.1016/j.system.2025.103760","url":null,"abstract":"<div><div>The ability to learn a second language (L2), particularly novel speech sounds, varies significantly among individuals. Previous studies highlight the importance of auditory processing skills in L2 acquisition. However, the way auditory precision interacts with factors, such as the learning target (acoustic differences in sounds) and instruction form (types of instruction and feedback), remains to be further investigated. To explore this, we conducted a four-day classroom experiment with 80 adult Mandarin speakers learning Russian laryngeal contrasts: stops vs. fricatives. Participants were assigned to two groups receiving different instructions. One group received feedback focusing on word meaning, while the other group received instruction that emphasized both meaning and phonetic form with explicit instruction. Our findings reveal a complex interplay between auditory precision, learning target, and instruction form. Generally, superior auditory precision was associated with better speech learning outcomes across both types of instruction and consistently across learning targets. However, the three-way interaction presented a nuanced perspective. Results showed that learners with higher auditory precision benefited more from explicit instruction in their ability to perceive stop consonants; those with lower auditory precision also benefited, but to a lesser extent. This effect was not observed in the learning of fricatives. These results highlight the critical role of auditory processing in L2 learning, and suggest that instruction form may be tailored to the specific phonetic challenges faced by learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103760"},"PeriodicalIF":4.9,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144492052","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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