System最新文献_第3页

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103615

Shiyuan Wen, Yue Zhang

引用次数: 0

Exploring language teacher roles at a higher education context through the lens of critical pedagogy: Transmission or transformation?

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103613

Büşra Müge Özdil , Emre Debreli

{"title":"Exploring language teacher roles at a higher education context through the lens of critical pedagogy: Transmission or transformation?","authors":"Büşra Müge Özdil , Emre Debreli","doi":"10.1016/j.system.2025.103613","DOIUrl":"10.1016/j.system.2025.103613","url":null,"abstract":"<div><div>This study explores assumed and practiced roles of language teachers at a higher education institute based on Kumaravadivelu's (2003) categorization of teachers as passive technicians, reflective practitioners, and transformative intellectuals. It dwells on the characteristics of the language teachers’ teaching philosophies along with these views' translation into practice. The extent to which the teaching philosophies of the participants and their classroom reality correspond to each other has also been focused on. Data were collected from ten language instructors through reflection journals, classroom observations, field notes, and semi-structured interviews. The findings revealed that the instructors took over diverse roles in their teaching philosophies and relevant practices. While their teaching philosophies can be linked to the reflective practitioner understanding predominantly, their daily reality showed several tendencies to the role of passive technicians. There are also a few areas where there is firm agreement with the role of passive technicians, which can be categorized as engaging in research and power distribution in the classroom.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103613"},"PeriodicalIF":4.9,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388000","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 scoping review of studies in informal second language learning: Trends in research published between 2000 and 2020

IF 4.9 1区文学

System Pub Date : 2025-02-11 DOI: 10.1016/j.system.2024.103541

Meryl Kusyk , Henriette L. Arndt , Marlene Schwarz , Kossi Seto Yibokou , Mark Dressman , Geoffrey Sockett , Denyze Toffoli

{"title":"A scoping review of studies in informal second language learning: Trends in research published between 2000 and 2020","authors":"Meryl Kusyk , Henriette L. Arndt , Marlene Schwarz , Kossi Seto Yibokou , Mark Dressman , Geoffrey Sockett , Denyze Toffoli","doi":"10.1016/j.system.2024.103541","DOIUrl":"10.1016/j.system.2024.103541","url":null,"abstract":"<div><div>In recent years, research interest in second language use and acquisition beyond the classroom has grown considerably. However, terminological confusion and definitional differences have made it difficult to compare findings and discover trends across studies, and more broadly synthesise new insights and developments. Therefore, this scoping review is intended to provide an overview of when, where, why, and how research on informal language learning (ISLL) research has evolved between 2000 and 2020. We select, describe, and synthesise 206 publications in order to summarise key issues in the theoretical and empirical ISLL literature during this time. We explore the variables, learner populations, and languages that have been studied; research designs, methodological and analytical approaches; and the theoretical frameworks and terminology which have been employed to describe ISLL and situate it within the broader field of second language acquisition (SLA). We synthesise findings related to students’ engagement in ISLL and its relationship to developing language proficiency as well as to variables such as learner characteristics, motivation and affective factors. We discuss suggested applications of these findings for pedagogy and broader SLA research, and conclude by reflecting on current issues in the existing ISLL literature while also considering areas for potential future development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103541"},"PeriodicalIF":4.9,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143379070","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

GenAI as a translation assistant? A corpus-based study on lexical and syntactic complexity of GPT-post-edited learner translation

IF 4.9 1区文学

System Pub Date : 2025-02-10 DOI: 10.1016/j.system.2025.103618

Ho Ling Kwok, Yining Shi, Han Xu, Dechao Li, Kanglong Liu

{"title":"GenAI as a translation assistant? A corpus-based study on lexical and syntactic complexity of GPT-post-edited learner translation","authors":"Ho Ling Kwok, Yining Shi, Han Xu, Dechao Li, Kanglong Liu","doi":"10.1016/j.system.2025.103618","DOIUrl":"10.1016/j.system.2025.103618","url":null,"abstract":"<div><div>The advent of generative artificial intelligence (GenAI) models, most notably ChatGPT in late 2022, marked a significant milestone in AI development, attracting widespread attention from various research fields. Among its emerging applications, GenAI demonstrates potential in translation education. This study examines the role of GenAI as a post-editing assistant in learner translation by comparing the lexical and syntactic complexity of second language (L2) translations produced by Hong Kong students, with and without post-editing by GPT. The analysis revealed that GPT post-editing improved lexical complexity in learner translations, though its effect on syntactic complexity was inconsistent. While GPT post-editing resulted in longer clauses, more complex nominals, and an increased use of coordinate phrases, non-edited translations featured greater subordination and more verbal structures. These findings suggest that GenAI holds promise in enhancing translation practice but also highlight the need for critical AI literacy to ensure effective use in translation education, particularly in advancing students’ linguistic and instrumental competence.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103618"},"PeriodicalIF":4.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420375","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

“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college

IF 4.9 1区文学

System Pub Date : 2025-02-10 DOI: 10.1016/j.system.2025.103617

Luyao Li , Yingshan Hu

{"title":"“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college","authors":"Luyao Li , Yingshan Hu","doi":"10.1016/j.system.2025.103617","DOIUrl":"10.1016/j.system.2025.103617","url":null,"abstract":"<div><div>This study examines the motivation of English language teachers (ELTers) in a higher vocational college in southeast China. Although teacher motivation has attracted growing academic attention, much of the existing literature adopts reductionist approaches, categorising motivation into fixed types rather than embracing a holistic and ecological perspective. Furthermore, non-degree vocational college English teachers remain an underexplored group in this field. In response, this study utilises Bronfenbrenner's ecological systems theory (1979) alongside the Possible Language Teacher Self theory (Kubanyiova, 2009) to explore the motivation of higher vocational college ELTers through life-story narratives. Data were collected from two female ELTers using multiple sources, including life-story interviews, follow-up interviews, and WeChat chat logs and Moments. The findings offer a nuanced perspective on ELTers' motivation, highlighting its dynamic nature as an interaction between individual agency and broader contextual forces. This study emphasises the need to move beyond simplistic conceptualisations and advocates for comprehensive support measures for higher vocational college ELTers. The insights contribute to the broader discourse on teacher motivation and have significant implications for educational policies on teacher retention across various levels and disciplines.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103617"},"PeriodicalIF":4.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388002","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

Recognizing the artificial: A comparative voice analysis of AI-Generated and L2 undergraduate student-authored academic essays

IF 4.9 1区文学

System Pub Date : 2025-02-07 DOI: 10.1016/j.system.2025.103611

Elisha L. Nañola, RG L. Arroyo, Nicole Jazz T. Hermosura, Mark Ragil, Janen Nicole U. Sabanal, Henelsie B. Mendoza

{"title":"Recognizing the artificial: A comparative voice analysis of AI-Generated and L2 undergraduate student-authored academic essays","authors":"Elisha L. Nañola, RG L. Arroyo, Nicole Jazz T. Hermosura, Mark Ragil, Janen Nicole U. Sabanal, Henelsie B. Mendoza","doi":"10.1016/j.system.2025.103611","DOIUrl":"10.1016/j.system.2025.103611","url":null,"abstract":"<div><div>Recent developments in AI content generation software have rendered human-authored texts indiscernible from AI-generated ones. This progression introduced challenges in the academic field, raising concerns over the devaluation of academic integrity. As an inevitable aspect of written texts and an indicator of writing identity, authorial voice is a potential distinguishing factor between both text types. Given this, the researchers examined the differences in the authorial voice of student-written and AI-generated essays using 12 student-written academic essays and 12 AI-generated academic essays. The samples were coded and analyzed using Lehman and Sułkowski's (2020) Voice Analytic Rubric. The findings revealed that Collective (C) voice was the dominant voice in student-written essays whereas AI-generators primarily employed Individual (I) voice. Further comparison and closer analysis showed that: a) I-voice is not the consistent dominant textual identity for AI-generated texts; b) AI-generated text is closer to an expert's writing whereas student-written are closer to a novice's; and c) the writing style of AI-generated texts lean toward predictability. These findings contribute to understanding students' authorial voice construction vis-a-vis the relatively underexplored authorial voice of large language systems.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103611"},"PeriodicalIF":4.9,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143349073","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

Institutional leaders and teacher research: Roles, interactions, and impacts

IF 4.9 1区文学

System Pub Date : 2025-02-07 DOI: 10.1016/j.system.2025.103616

Xiaoming Xun , Gary Barkhuizen

{"title":"Institutional leaders and teacher research: Roles, interactions, and impacts","authors":"Xiaoming Xun , Gary Barkhuizen","doi":"10.1016/j.system.2025.103616","DOIUrl":"10.1016/j.system.2025.103616","url":null,"abstract":"<div><div>This study aimed to understand the role of administrative managers in building and enabling the organisational strategies and frameworks that encourage positive attitudes towards research and in creating conditions for research collaboration among teachers in the context of two Chinese university College English Departments. Drawing on self-determination theory, particularly basic psychological needs theory, and the concept of transformational leadership, this study adopts a narrative approach to explore how teachers' research motivation changes from being controlled to being autonomous from the perspectives of two leaders, one in each of the two universities. A thematic analysis of narrative interviews with the leaders and eight teachers, four from each university, results in five dominant themes concerning the role of leadership within their institutional contexts. These are interpreted and discussed in terms of three needs of teachers’ research experiences, namely, relatedness, competence, and autonomy, and how these needs are satisfied or thwarted in relation to the leadership practices of the two leaders. The article concludes with recommendations for fostering a conducive institutional environment in which teacher-researchers, with the support and mediation of their leaders, become empowered to transform from being externally motivated to autonomous while strengthening the nexus between their teaching and research.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103616"},"PeriodicalIF":4.9,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377456","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 educational affordances and challenges of generative AI in Global Englishes-oriented materials development and implementation: A critical ecological perspective

IF 4.9 1区文学

System Pub Date : 2025-02-03 DOI: 10.1016/j.system.2025.103610

Alfred W.T. Lo

{"title":"The educational affordances and challenges of generative AI in Global Englishes-oriented materials development and implementation: A critical ecological perspective","authors":"Alfred W.T. Lo","doi":"10.1016/j.system.2025.103610","DOIUrl":"10.1016/j.system.2025.103610","url":null,"abstract":"<div><div>As English is now used globally by people from diverse linguistic and cultural backgrounds, Global Englishes (GE) challenges traditional native-speaker norms and values diverse English varieties. This shift has impacted English Language Teaching (ELT), leading to the rise of Global Englishes Language Teaching (GELT), which advocates a more inclusive and accurate approach to ELT. However, implementing GELT faces significant barriers, particularly the lack of learning materials, which stifles innovation. Digital technologies, especially recent advancements in AI, offer new avenues for overcoming these challenges. Adopting a critical ecological perspective, this study explores the potential and limitations of AI in developing and implementing GE-oriented materials from teachers’ perspectives at a secondary school in China. Data collected through reflective journals, classroom observations, roundtable discussions, and video-stimulated recall interviews were analysed using thematic and Interpretative Phenomenological Analysis (IPA). Findings suggest that AI enhances efficiency in material development, supports student-centred design, integrates well with digital resources, and boosts student engagement. However, challenges include rigid curricular structures, AI inaccuracies, technical issues, and AI’s inability to replace teachers’ unique insights. This study argues that AI offers promising support for GE-oriented materials development, with teachers’ unique role remains indispensable in GELT. Methodological, pedagogical, and empirical implications are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103610"},"PeriodicalIF":4.9,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395832","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

Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2024.103563

Danli Li , Jinghua Qian

引用次数: 0

Corrigendum to “Evaluating AI's impact on self-regulated language learning: A systematic review” [System 126 (2024) 103484]

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2024.103562

Wen-Li Chang, Jerry Chih-Yuan Sun

引用次数: 0