IF 5.6 1区文学

System Pub Date : 2025-09-03 DOI: 10.1016/j.system.2025.103830

Ünal Deniz

{"title":"Teachers’ pragmatic awareness in multilingual educational settings: A phenomenological study across six Sub-Saharan African countries","authors":"Ünal Deniz","doi":"10.1016/j.system.2025.103830","DOIUrl":"10.1016/j.system.2025.103830","url":null,"abstract":"<div><div>Despite growing recognition of pragmatic dimensions in education, there remains a significant gap in understanding teachers’ lived experiences in multilingual African educational contexts. This phenomenological study investigates how public school mainstream teachers develop and apply pragmatic awareness in intercultural classrooms across Sub-Saharan Africa, where diverse cultural norms, linguistic practices, and communicative expectations intersect. Semi-structured interviews were conducted with twelve teachers from six countries (Cameroon, Tanzania, Ghana, Equatorial Guinea, Senegal, and South Africa), representing diverse linguistic backgrounds and educational contexts. The findings reveal how teachers navigate complex pragmatic landscapes, make sense of intercultural communication challenges, and develop contextually appropriate strategies. These strategies encompass instructional approaches that address pragmatic differences, relational practices that build rapport across linguistic boundaries, and reflective techniques that transform challenges into learning opportunities. The results show how critical incidents serve as catalysts for developing deeper pragmatic understanding, while professional identity shapes and is shaped by pragmatic choices in multilingual environments. The study suggests implications for teacher education programs, language policies, and curriculum development in multilingual educational contexts, contributing to the understanding of pragmatic awareness in educational settings where colonial languages intersect with indigenous languages.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103830"},"PeriodicalIF":5.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144931993","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 oral narrative interventions on second language learning: A systematic review and meta-analysis 口头叙述干预对第二语言学习的影响：系统回顾和荟萃分析

IF 5.6 1区文学

System Pub Date : 2025-09-02 DOI: 10.1016/j.system.2025.103835

Ting Yao , Xiaotong Xi , Pilar Prieto

{"title":"The effects of oral narrative interventions on second language learning: A systematic review and meta-analysis","authors":"Ting Yao , Xiaotong Xi , Pilar Prieto","doi":"10.1016/j.system.2025.103835","DOIUrl":"10.1016/j.system.2025.103835","url":null,"abstract":"<div><div>Oral narrative interventions involve training in telling and retelling stories in language teaching and learning. In this study, we systematically reviewed 50 peer-reviewed publications with a pretest-and-posttest design on oral narrative interventions in second language (L2) learning and meta-analyzed their effectiveness on language outcomes based on 29 studies that reported sufficient statistical information. First, the systematic review found that two distinct intervention approaches were commonly used in foreign language classrooms across various proficiency and education levels: traditional storytelling, which involves verbally telling or retelling a story, and digital storytelling, which integrates digital recordings of storytelling or retelling with computer-based multimedia resources. Second, the meta-analysis found a medium-to-large overall effect of oral narrative interventions on language outcomes, particularly L2 speaking, reading, grammar, and vocabulary. Moderator analyses showed that the effect of the interventions was not affected by intervention approaches (i.e., traditional and digital storytelling), but was moderated by L2 proficiency level and intervention duration, with intermediate learners and medium-term intervention showing the greatest gains. We conclude that both storytelling approaches are equally effective for L2 learning. Teachers should consider students’ language proficiency and intervention duration when implementing oral narrative interventions. More attention should be paid to future studies to test the effects of various components of oral narrative interventions.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103835"},"PeriodicalIF":5.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026506","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

Seeing beyond the words: Modality preferences, nonverbal sensitivity, and the role of visual dynamic richness in L2 listening 超越语言：情态偏好、非语言敏感性和视觉动态丰富性在二语听力中的作用

IF 5.6 1区文学

System Pub Date : 2025-09-02 DOI: 10.1016/j.system.2025.103834

Yeu-Ting Liu , Idoia Elola

{"title":"Seeing beyond the words: Modality preferences, nonverbal sensitivity, and the role of visual dynamic richness in L2 listening","authors":"Yeu-Ting Liu , Idoia Elola","doi":"10.1016/j.system.2025.103834","DOIUrl":"10.1016/j.system.2025.103834","url":null,"abstract":"<div><div>This study investigates how sensory preferences affect second-language (L2) learners' comprehension during visually enhanced listening tasks. Building on the understanding that face-to-face communication is inherently multimodal, we examined how nonverbal visual cues—such as gestures and facial expressions—interact with learner traits to shape comprehension. A total of 160 EFL learners were classified by modality preference (auditory or textual) and nonverbal visual sensitivity (NV), using a validated Sensory Preference Test (SPT). They completed TOEFL-style listening tasks presented under four conditions: audio-only, photo, keyframe, and video. ANOVA and regression analyses indicated that video, offering dynamic and continuous visual input, appeared to provide the broadest support, particularly for learners with high NV sensitivity. In contrast, keyframes and static images yielded mixed effects: keyframes supported auditory NV-sensitive learners but hindered textual NV-sensitive learners, while photos provided consistency but limited benefits overall. Baseline listening ability and NV sensitivity—especially in interaction with input format—emerged as significant predictors of comprehension, underscoring how early adaptation to visual input can shape stabilized performance. These findings highlight the need for instructional scaffolding that builds learners' flexibility across visual formats, rather than tailoring standardized assessments to individual preferences. Targeted training in nonverbal cue integration and multimodal awareness may enhance learners’ adaptability, better preparing them for the variability of visual input in real-world communication.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103834"},"PeriodicalIF":5.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026507","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

Investigating university students’ intention and application of generative AI tools in L1 and L2 writing across formality: A mixed-method study 调查大学生在跨形式的L1和L2写作中使用生成式AI工具的意图和应用：一项混合方法研究

IF 5.6 1区文学

System Pub Date : 2025-09-01 DOI: 10.1016/j.system.2025.103831

Simin Liu , Chenggang Liang , Shulin Yu

{"title":"Investigating university students’ intention and application of generative AI tools in L1 and L2 writing across formality: A mixed-method study","authors":"Simin Liu , Chenggang Liang , Shulin Yu","doi":"10.1016/j.system.2025.103831","DOIUrl":"10.1016/j.system.2025.103831","url":null,"abstract":"<div><div>The emergence of generative AI (GAI) tools functionally capable of automatic text generation has brought significant benefits in enhancing writing processes and content quality. While research on GAI tools has recently proliferated in L2 writing, little is known about learners’ intention and application of these tools in naturalistic writing conditions and the features of GAI-assisted L1 and L2 writing across formal and informal contexts. To address the gaps, the study integrated the technology acceptance model (TAM) with the theory of planned behavior (TPB) in a mixed-method design. The data were collected from the questionnaire survey involving 784 Chinese university students and semi-structured interviews with ten of them. The findings indicated the significant influences of <em>perceived ease of use</em>, <em>perceived usefulness</em>, <em>subjective norms</em>, and <em>self-efficacy</em> on their <em>intention to use</em> and <em>actual use</em>, and the emergence of three key themes pertinent to student distinctive GAI perceptions across formality and languages, student subjectivity with product- and learning-orientation of GAI use, and strategic human-GAI interactions transferable to different contexts. This study contributes to empirical evidence on GAI-assisted L1 and L2 writing among tertiary students, shedding light on GAI implications across written languages, formality levels, and educational settings.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103831"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144924957","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

Talking science: Women scientists’ engagement in spoken public science communication online 谈论科学：女性科学家参与网上公共科学口头传播

IF 5.6 1区文学

System Pub Date : 2025-09-01 DOI: 10.1016/j.system.2025.103832

Carmen Pérez-Llantada , Rosana Villares , Oana Carciu

{"title":"Talking science: Women scientists’ engagement in spoken public science communication online","authors":"Carmen Pérez-Llantada , Rosana Villares , Oana Carciu","doi":"10.1016/j.system.2025.103832","DOIUrl":"10.1016/j.system.2025.103832","url":null,"abstract":"<div><div>We use survey data from women scientists in biology and health sciences to explore digital spoken genres of public science communication and the use of digital tools and resources to produce them. Our results show that more than half of the respondents engage in digital spoken practices that promote scientific culture on digital media. Notably, the type of research methodology used by the respondents influences their level of engagement in these practices, with those using quantitative methodologies showing the lowest level of engagement. Both traditional digital tools (content, audio, and video editing tools) and new generation digital tools (open multimedia resources, AI) are not yet widely used, despite their potential for crafting persuasive texts for science outreach. We found significant statistical associations between the use of digital tools and the importance that the respondents and their professional contexts attribute to specific digital spoken genres. In light of these findings, we argue for greater recognition of digital public science communication practices at the policy level. We also recommend implementing collaborative, multimodal composition tasks as a pedagogical approach to help scientists develop oral and digital communication skills for effective online science communication.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103832"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003679","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 uncertainty to advocacy: A Teacher's journey in translanguaging pedagogy 从不确定到倡导：一位教师的翻译教学法之旅

IF 5.6 1区文学

System Pub Date : 2025-08-29 DOI: 10.1016/j.system.2025.103827

Chiu-Yin (Cathy) Wong, Mariella Gallagher

{"title":"From uncertainty to advocacy: A Teacher's journey in translanguaging pedagogy","authors":"Chiu-Yin (Cathy) Wong, Mariella Gallagher","doi":"10.1016/j.system.2025.103827","DOIUrl":"10.1016/j.system.2025.103827","url":null,"abstract":"<div><div>Drawing on a longitudinal perspective and narrative inquiry, this study examines how a teacher/graduate student navigated her professional development in translanguaging pedagogy and how this process shaped her professional identity. In response to the call for research partnerships (Hennebry-Leung et al., 2024), the study was structured as a collaboration between a professor (Author 1) and a teacher/graduate student (Author 2), ensuring the teacher's voice remained central. Data sources included course assessments, teaching recordings, reflections, documented communication between the authors throughout the graduate program, and a one-on-one interview. Findings illustrate the teacher's progression from an educator exploring translanguaging pedagogy, to a practitioner applying it in her classroom, and eventually to an advocate—reflecting a professional identity shaped through mentorship, ongoing practice, and reflection. Her journey was nonlinear, marked by moments of self-doubt, institutional challenges, and fears of criticism. This study argues that teachers' engagement with translanguaging pedagogy is a developmental process, an evolving stance rather than a fixed method, that requires time, experience, mentorship, and adaptability. In doing so, it contributes to international conversations on translanguaging pedagogy, identity, and agency, offering an agenda for how teacher education can better sustain teachers' multilingual practices and professional growth.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103827"},"PeriodicalIF":5.6,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144912664","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 5.6 1区文学

System Pub Date : 2025-08-28 DOI: 10.1016/j.system.2025.103825

Duong Nguyen

引用次数: 0

IF 5.6 1区文学

System Pub Date : 2025-08-27 DOI: 10.1016/j.system.2025.103823

Ying Hu , Hongying Peng

引用次数: 0

Processing immediate written corrective feedback during online collaborative writing: A depth of processing perspective 在线协作写作中即时书面纠正反馈的处理：处理深度视角

IF 5.6 1区文学

System Pub Date : 2025-08-27 DOI: 10.1016/j.system.2025.103829

Gabriel Michaud , Kevin Papin , Mariane Parent

{"title":"Processing immediate written corrective feedback during online collaborative writing: A depth of processing perspective","authors":"Gabriel Michaud , Kevin Papin , Mariane Parent","doi":"10.1016/j.system.2025.103829","DOIUrl":"10.1016/j.system.2025.103829","url":null,"abstract":"<div><div>This study investigates how learners process immediate written corrective feedback (IWCF) during collaborative writing tasks in a synchronous, computer-mediated environment. Drawing on depth of processing (DoP) as an analytical lens, the study examines how feedback type—direct, indirect, and metalinguistic—influences learner engagement and immediate accuracy. Data were collected from intermediate-level learners of French as a second language (L2) using screen recordings, chat logs, and Google Docs revisions during online writing tasks. Results indicate that feedback type significantly shaped learners’ engagement. Direct feedback led to high rates of immediate correction but was typically associated with minimal cognitive engagement. In contrast, metalinguistic feedback prompted deeper processing, characterized by hypothesis testing, rule recall, and collaborative negotiation. Indirect feedback produced mixed results: while some learners overlooked it, others engaged in collaborative problem-solving to interpret and revise errors. The synchronous context appeared to amplify the impact of feedback by enabling real-time interaction, visibility, and reinvestment of teacher comments into the writing process. These findings highlight the importance of tailoring feedback types to task goals and learner needs, particularly within task-based language teaching (TBLT) frameworks. The study underscores the pedagogical potential of combining real-time feedback with structured peer collaboration in digital environments to support both accuracy and autonomy in L2 writing. Implications are discussed for optimizing corrective feedback practices in online, task-based instructional settings.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103829"},"PeriodicalIF":5.6,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920371","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

Doctoral students’ use of Generative AI and their engagement in English for Research Publication Purposes writing: An activity theory perspective 博士生对生成式人工智能的使用及其在研究论文写作中的参与：一个活动理论的视角

IF 5.6 1区文学

System Pub Date : 2025-08-27 DOI: 10.1016/j.system.2025.103828

Chenxi Du, Yingli Yang

{"title":"Doctoral students’ use of Generative AI and their engagement in English for Research Publication Purposes writing: An activity theory perspective","authors":"Chenxi Du, Yingli Yang","doi":"10.1016/j.system.2025.103828","DOIUrl":"10.1016/j.system.2025.103828","url":null,"abstract":"<div><div>Drawing on Activity Theory, the present study adopted a multiple-case design to investigate three Chinese doctoral students’ use of Generative AI (GenAI) in their English for Research Publication Purposes (ERPP) writing. Data including GenAI dialogue histories, semi-structured interviews, drafts and revised versions, and reflective journals were coded following the thematic analysis procedure. The results revealed: (1) the three participants used GenAI for language-related, content-related, and format-related purposes; (2) the use of GenAI could be attributed to three contradictions: <em>division of labor vs. subject</em>, <em>community vs. subject,</em> and <em>rule vs. subject</em>; (3) GenAI use resolved the three contradictions, but generated two new contradictions: <em>rule vs. subject</em> and <em>division of labor vs. subject</em>. The resolution of old contradictions and the addition of new contradictions exerted idiosyncratic impacts on three doctoral students’ behavioral, emotional, and cognitive (dis)engagement in ERPP writing. The present study extends the applicability of Activity Theory to a GenAI-mediated L2 writing context and reveals the complex relationship between GenAI use and sub-dimensions of GenAI-mediated writing engagement.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103828"},"PeriodicalIF":5.6,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922570","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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