System最新文献_第4页

IF 4.9 1区文学

System Pub Date : 2025-03-13 DOI: 10.1016/j.system.2025.103651

Wen Zhao

引用次数: 0

University language teachers' scholarship of teaching and learning in a virtual professional learning community

IF 4.9 1区文学

System Pub Date : 2025-03-12 DOI: 10.1016/j.system.2025.103658

Weijia Yang

{"title":"University language teachers' scholarship of teaching and learning in a virtual professional learning community","authors":"Weijia Yang","doi":"10.1016/j.system.2025.103658","DOIUrl":"10.1016/j.system.2025.103658","url":null,"abstract":"<div><div>Scholarship of teaching and learning (SoTL), a concept that establishes research-teaching nexus, has emerged as a global movement to foster teacher learning in higher education over the last three decades. Grounded in SoTL conceptual framework with critically reflective inquiry, this study explored how a group of university English language teachers engaged in critical dialogues, collaborative lesson study and self-initiated research engagement in a virtual professional learning community. A netnography approach was adopted to collect various forms of data, including participant observations of online meetings, online semi-structured interviews, and documented online exchanges. A hermeneutic approach was taken to data analysis. The study identified a four-dimension SoTL mechanism of teacher learning and knowledge-building activities. The findings reveal that this mechanism nurtured teachers' inquiry mindset, enhanced collaborative inquiry, facilitated the implementation of changes in praxis and enabled their emancipation in the SoTL community. The study contributes to the research on SoTL practice and builds on existing understandings of the nexus between research and teaching. It also highlights the importance of the interplay between individual and collaborative research endeavours as effective means to facilitate teachers' inquiry-based learning in an expanded virtual community of peers.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103658"},"PeriodicalIF":4.9,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143724557","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

Tracing a pre-service primary English teacher's development in teaching L2 pragmatics: Knowledge, beliefs, and perceived challenges

IF 4.9 1区文学

System Pub Date : 2025-03-11 DOI: 10.1016/j.system.2025.103655

Karen Glaser , Alicia Martínez-Flor

{"title":"Tracing a pre-service primary English teacher's development in teaching L2 pragmatics: Knowledge, beliefs, and perceived challenges","authors":"Karen Glaser , Alicia Martínez-Flor","doi":"10.1016/j.system.2025.103655","DOIUrl":"10.1016/j.system.2025.103655","url":null,"abstract":"<div><div>Answering the call for greater inclusion of pragmatics into language teacher education (Glaser, 2018) as well as for increased empirical research to support this inclusion (Schauer, 2022a), this study traces a pre-service teacher's development while planning and implementing a pragmatic unit in Primary English Language Teaching (PELT) classrooms in Germany. Following the reiterative structure of Design-Based Research, the trainee developed and delivered two 45-min lessons on suggestions to nine-to-eleven-year-olds, which were video-recorded and revised for reimplementation in a parallel class. This paper documents the trainee's professional development and pedagogical reasoning (Loughran, 2019) in terms of knowledge and beliefs, as elicited in four semi-structured interviews conducted at project beginning, after the first and second implementation, and upon project completion. The qualitative thematic analysis of the four interviews shows how the trainee teacher gained in pedagogical content knowledge (Shulman, 1986) as well as confidence and developed a more positive stance towards the teaching of L2 pragmatics to young learners. The study also sheds light on other needs for pedagogical training (instruction giving, language of instruction) that interact with teaching L2 pragmatics, and derives implications for teacher education that serve to enable pre-service teachers to teach pragmatics confidently in the primary English classroom.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103655"},"PeriodicalIF":4.9,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643813","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

Timing of corrective feedback in mobile instant messaging: An exploratory study of L2 Modern Greek learners’ perceptions

IF 4.9 1区文学

System Pub Date : 2025-03-06 DOI: 10.1016/j.system.2025.103591

Maria Andria

{"title":"Timing of corrective feedback in mobile instant messaging: An exploratory study of L2 Modern Greek learners’ perceptions","authors":"Maria Andria","doi":"10.1016/j.system.2025.103591","DOIUrl":"10.1016/j.system.2025.103591","url":null,"abstract":"<div><div>Mobile instant messaging (MIM) applications such as WhatsApp have been established as important pedagogical tools for extending foreign language (L2) learning and practice beyond the classroom, increasing students' exposure to the L2, promoting interaction, and providing corrective feedback (CF). Despite CF being extensively studied in face-to-face classrooms, its exploration in MIM contexts is limited. This study investigated student perceptions about CF provided through MIM in two timing modalities: post-task and during-task. More specifically, it explored the experience of an intact group of 10 adult L2 intermediate learners of Modern Greek in Barcelona, Spain, who received a five-week pedagogical intervention through WhatsApp as an extension of their online course. Learners participated in a series of communicative activities and received CF in the two modalities. The WhatsApp chat (1074 messages in total) was analyzed to offer a holistic view of the students' participation and interaction. Participants’ perceptions of CF, gathered through questionnaires and semi-structured interviews, indicated a positive attitude towards using WhatsApp and a strong appreciation for the CF. Overall, the students preferred the during-task feedback, even though they recognized that both modalities were useful. The study concludes by discussing the pedagogical implications and challenges of CF in MIM for language learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103591"},"PeriodicalIF":4.9,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551702","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 effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words

IF 4.9 1区文学

System Pub Date : 2025-03-06 DOI: 10.1016/j.system.2025.103641

Xin Yuan, Xuan Tang

引用次数: 0

Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany

IF 4.9 1区文学

System Pub Date : 2025-03-06 DOI: 10.1016/j.system.2025.103630

Nils Jaekel , Michael Schurig , Patricia Uhl , Anja Steinlen , Thorsten Piske

引用次数: 0

Mediating across the sustainable ecology: Researchers and practitioners as collaborating epistemic arbiters in developing a Global Englishes-informed coursebook

IF 4.9 1区文学

System Pub Date : 2025-03-03 DOI: 10.1016/j.system.2025.103639

Denchai Prabjandee , Kristof Savski

{"title":"Mediating across the sustainable ecology: Researchers and practitioners as collaborating epistemic arbiters in developing a Global Englishes-informed coursebook","authors":"Denchai Prabjandee , Kristof Savski","doi":"10.1016/j.system.2025.103639","DOIUrl":"10.1016/j.system.2025.103639","url":null,"abstract":"<div><div>This article draws on the concept of ‘language policy arbiter’ (Johnson, 2013) to propose <em>collaborative epistemic arbitership</em> as a way of understanding the relationship between applied linguists and practitioners as they work to jointly close the research-practice gap. We draw on data from a project to develop practitioner-friendly instructional materials for Global Englishes Language Teaching (GELT) in dialogue with teachers in a municipal district of eastern Thailand. We see GELT as emblematic of how the current push for research productivity can widen the gap between researchers and practitioners, since although GELT is oriented toward practical transformation, it has thus far led to the development of few resources that teachers can adapt, particularly alternatives to global coursebooks. The project engaged teachers from 11 secondary schools in the collaborative development of a GELT-informed coursebook. We use data from classroom observations, focus-group discussions, interviews, and researchers' reflections to examine the dynamics of collaborative epistemic arbitership between researchers and practitioners. Our findings highlight tensions that occur when scholarly ideas are mediated into practice, focussing particularly on the complexity of up-scaling practitioner experience and concurrent down-scaling of theoretical concepts, as well as how such negotiation must take account of the professional culture around it.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103639"},"PeriodicalIF":4.9,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143529238","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

“Go lang, teach!”: Understanding the motivations of Filipino migrant English teachers in Taiwan

IF 4.9 1区文学

System Pub Date : 2025-03-03 DOI: 10.1016/j.system.2025.103650

Aiden Yeh

{"title":"“Go lang, teach!”: Understanding the motivations of Filipino migrant English teachers in Taiwan","authors":"Aiden Yeh","doi":"10.1016/j.system.2025.103650","DOIUrl":"10.1016/j.system.2025.103650","url":null,"abstract":"<div><div>“Go lang, teach” is a motivational phrase often shared among Filipino teachers pursuing better opportunities abroad. This study examines the motivations of 35 Filipino English teachers in Taiwan, selected through purposive sampling from diverse educational settings, including private and public schools. Using push-pull theory and self-determination as frameworks, the study analyzes 75 YouTube vlogs (34,955 tokens, 8.5 viewing hours) to explore intrinsic and extrinsic migration factors. Findings reveal that personal growth aspirations and economic incentives drive these teachers, with Taiwan's higher salaries and better career opportunities serving as strong pull factors, while limited job prospects and financial challenges in the Philippines act as push factors. Challenges include racial discrimination and identity struggles, as these teachers seek recognition as qualified educators while navigating their roles as overseas Filipino workers (OFWs). Despite these difficulties, the teachers demonstrate resilience and dedication to their profession. This research underscores the need for supportive environments addressing both push and pull factors, offering policymakers insights to enhance equity and professional experiences for migrant teachers in global education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103650"},"PeriodicalIF":4.9,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534876","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 relationship between resilience and second language learning achievement: A meta-analytic review

IF 4.9 1区文学

System Pub Date : 2025-02-27 DOI: 10.1016/j.system.2025.103640

Xinjie Chen , Zhenyi Zhou , Zhihui Cai

引用次数: 0

Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis

IF 4.9 1区文学

System Pub Date : 2025-02-27 DOI: 10.1016/j.system.2025.103627

Fahimeh Marefat , Mohammad Hassanzadeh , Sina Noureddini , Mostafa Ranjbar

{"title":"Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis","authors":"Fahimeh Marefat , Mohammad Hassanzadeh , Sina Noureddini , Mostafa Ranjbar","doi":"10.1016/j.system.2025.103627","DOIUrl":"10.1016/j.system.2025.103627","url":null,"abstract":"<div><div>The standards for quantitative second language (L2) research paradigm are becoming increasingly stringent. Meanwhile, the purpose of methodological synthesis is to describe, examine, and appraise field-wide practices to augment the quality of future research. The current study strove to follow this line of inquiry by examining study quality and reporting practices in 382 experimental research articles (RAs) from seven international journals with an eye to any evolving pattern over time. In so doing, an integrated-moderated coding scheme was created. Then, the frequency counts and all related practices for the period between 2011 and 2021 were documented. The overall analysis revealed substantial adherence to methodological quality standards, including the reporting of sample size, pretesting, as well as descriptive and inferential statistics. Nevertheless, issues such as inadequate integration of probability sampling, delayed posttesting, advanced statistical techniques, and data-accountable graphs were evident as well, albeit slightly improving over time. Findings are expected to enhance the methodological awareness of L2 researchers as well as those who aspire to adopt a holistic and collaborative approach to methodological syntheses.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103627"},"PeriodicalIF":4.9,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143511844","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