System最新文献_第4页

IF 4.9 1区文学

System Pub Date : 2024-09-20 DOI: 10.1016/j.system.2024.103491

Ziwei Guo

引用次数: 0

The predictive value of gaze behavior and mouse-clicking in testing listening proficiency: A sensor technology study 凝视行为和鼠标点击在听力水平测试中的预测价值：传感器技术研究

IF 4.9 1区文学

System Pub Date : 2024-09-19 DOI: 10.1016/j.system.2024.103440

Yue Qiu, Vahid Aryadoust

引用次数: 0

Fostering self-regulated learning-focused feedback: Getting preservice teachers prepared 促进以反馈为重点的自我调节学习：让职前教师做好准备

IF 4.9 1区文学

System Pub Date : 2024-09-18 DOI: 10.1016/j.system.2024.103483

Wei Ye , Wei Ren , Yanjiao Lian , Qiqi Zou

{"title":"Fostering self-regulated learning-focused feedback: Getting preservice teachers prepared","authors":"Wei Ye , Wei Ren , Yanjiao Lian , Qiqi Zou","doi":"10.1016/j.system.2024.103483","DOIUrl":"10.1016/j.system.2024.103483","url":null,"abstract":"<div><p>Since self-regulated learning (SRL) has been integrated into educational objectives, it is crucial for EFL teachers to incorporate SRL elements, such as feedback, into their instructional practices. Given the inherent complexity of the feedback process and the challenges associated with changing in-service teachers' feedback focus, developing preservice teachers’ literacy at the beginning of their professional careers is essential. To investigate the extent to which preservice teachers can generate multifocus feedback incorporating an SRL element, this study analyses the feedback categories generated by 286 preservice teachers and examines the underlying factors that influence their feedback choices using a mixed-methods approach. The feedback pattern analysis revealed that, despite recognizing the importance of SRL, preservice teachers struggled with creating multiple feedback entries supporting SRL. An investigation into SRL-focused feedback patterns and their influencing factors suggested several ways to embed SRL into the core of teacher feedback. These include building teacher beliefs to cultivate collegial resources, constructing a databank of feedback comments on SRL activities to facilitate feedback provision, and examining learner differences to craft individualized feedback. The conclusion summarizes the implications for future feedback studies, outlining an agenda for further research in this area.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142242886","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 : 2024-09-17 DOI: 10.1016/j.system.2024.103481

Becky Muradás-Taylor (Professor)

引用次数: 0

Evaluating AI's impact on self-regulated language learning: A systematic review 评估人工智能对自我调节语言学习的影响：系统回顾

IF 4.9 1区文学

System Pub Date : 2024-09-17 DOI: 10.1016/j.system.2024.103484

Wenli-Li Chang, Jerry Chih-Yuan Sun

{"title":"Evaluating AI's impact on self-regulated language learning: A systematic review","authors":"Wenli-Li Chang, Jerry Chih-Yuan Sun","doi":"10.1016/j.system.2024.103484","DOIUrl":"10.1016/j.system.2024.103484","url":null,"abstract":"<div><p>AI technology is reshaping language classrooms, prompting students to adopt flexible roles exhibiting linguistic competence and self-regulated learning (SRL) skills. Considerable studies explore the necessary integrated learning perspectives, emphasizing AI's adaptive role as a mind tool. In AI-mediated language learning, the technology's metacognitive importance enables students to learn with AI as a partner, encouraging independent critical thinking. Within Zimmerman's SRL model, AI as a mind tool is integrated for improving language students' strategic employment in a cyclical process. A systematic review, following PRISMA protocols, examines the intersection of AI and self-regulated language learning (SRLL) over 2000–2022. Findings highlight AI's evolving role, predominantly through algorithms and systems, aiming for micro and macro integration. Interactive AI has not fully engaged in two-way directions, despite a familiar process approach in reviewed studies. In the favored ESL/EFL research context, task-specific AI is utilized to encourage cyclical improvement with learner autonomy enhancement mainly among higher education students at intermediate level or above. Pedagogical values are possible when major SRL phases are fully practiced, even without highly autonomous AI. Future research is directed toward adaptive personalized technology by exploring the dynamic interplay between AI technologies and SRLL as educational practices under Education 4.0 principles.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142242885","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

Enjoyment begets enjoyment: An experience sampling study on the impact of L2 teacher enjoyment on EFL learners’ learning enjoyment and willingness to communicate 享受带来享受：关于 L2 教师的乐趣对 EFL 学习者的学习乐趣和交流意愿的影响的经验取样研究

IF 4.9 1区文学

System Pub Date : 2024-09-17 DOI: 10.1016/j.system.2024.103493

Mehdi Solhi , Majid Elahi Shirvan , Belkıs Benlioğlu

{"title":"Enjoyment begets enjoyment: An experience sampling study on the impact of L2 teacher enjoyment on EFL learners’ learning enjoyment and willingness to communicate","authors":"Mehdi Solhi , Majid Elahi Shirvan , Belkıs Benlioğlu","doi":"10.1016/j.system.2024.103493","DOIUrl":"10.1016/j.system.2024.103493","url":null,"abstract":"<div><p>While previous studies have separately explored learner and teacher emotions in the context of second or foreign language (L2) learning, their dynamic associations over time remain underexplored. Additionally, the impact of these reciprocal interplays on learners' communication intention has not been taken into scrutiny in L2 research. The present study investigated the relationships between trajectories of foreign language teaching enjoyment (FLTE), foreign language learning enjoyment (FLE), and L2 willingness to communicate (WTC). Using an experience sampling method, data were collected from 9 English instructors and 162 students over two weeks. The dynamic structural equation modeling analysis revealed significant positive changes in actual and perceived FLTE, FLE, and L2 WTC. Specifically, a reciprocal relationship was found between teacher and student enjoyment, with L2 students' high FLE levels correlating with higher L2 WTC. Although student-perceived FLTE remained stable, L2 teachers’ actual enjoyment fluctuated, being influenced by FLE and L2 WTC. Additionally, L2 WTC significantly impacted teacher enjoyment. On average, teachers with more development in FLTE had students with more development in their FLE and L2 WTC. Overall, the findings underscore the dynamic interplay between teacher and student emotions in L2 learning context and its consequent positive impact on learners' communication intentions. In closing, the findings are discussed in connection with educational theories, and implications are drawn for L2 teaching.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272927","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

Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model 不同学习模式下的元认知策略、写作自我效能感和写作焦虑：两波纵向模型

IF 4.9 1区文学

System Pub Date : 2024-09-16 DOI: 10.1016/j.system.2024.103485

Xiaolei Shen , Lilliati Ismail , Joanna Joseph Jeyaraj , Mark Feng Teng

{"title":"Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model","authors":"Xiaolei Shen , Lilliati Ismail , Joanna Joseph Jeyaraj , Mark Feng Teng","doi":"10.1016/j.system.2024.103485","DOIUrl":"10.1016/j.system.2024.103485","url":null,"abstract":"<div><p>Writing difficulties stemming from cognitive and emotional factors contribute to heightened levels of writing anxiety. Studies have highlighted the pivotal roles of metacognitive strategies and writing self-efficacy in predicting writing anxiety, particularly in cross-sectional analyses. However, how these constructs interact with writing anxiety in longitudinal studies remains relatively understudied. Therefore, it is essential to develop a comprehensive understanding of metacognitive strategies and self-efficacy to effectively mitigate writing anxiety for English as a foreign language (EFL) learners. We administered three questionnaires on metacognitive strategies use, writing self-efficacy, and writing anxiety to 301 participants across online and offline learning modes. We employed a two-wave longitudinal model to explore the possible temporal correlations. The findings indicated negative reciprocal correlations between the metacognitive strategies use in writing context and writing anxiety. Writing self-efficacy positively predicted metacognitive strategies use and negatively predicted writing anxiety. Writing self-efficacy did not act as a moderator in the relationship between metacognitive strategies use and writing anxiety, implying that the impact of metacognitive strategies use on anxiety levels remains consistent regardless of learners' self-efficacy. The current study offers valuable insights to EFL educators on integrating metacognitive strategies and self-efficacy to mitigate learners' writing anxiety.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142242884","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

Vocabulary learning in EMI courses: A longitudinal study of Chinese university students over a term EMI课程中的词汇学习：对中国大学生一个学期的纵向研究

IF 4.9 1区文学

System Pub Date : 2024-09-15 DOI: 10.1016/j.system.2024.103479

Minhui Wei , Ernesto Macaro

{"title":"Vocabulary learning in EMI courses: A longitudinal study of Chinese university students over a term","authors":"Minhui Wei , Ernesto Macaro","doi":"10.1016/j.system.2024.103479","DOIUrl":"10.1016/j.system.2024.103479","url":null,"abstract":"<div><p>This paper reports the results of research investigating EMI students' vocabulary gain over a term of study (10–12 weeks) at a university in China. Though vocabulary learning is usually considered by stakeholders to be an underlying goal of EMI, relatively little empirical research systematically explores EMI students' vocabulary gains. We examined EMI students' learning outcomes of receptive and productive general and academic vocabulary, as well as multi-word units. Data was collected from 114 students taking EMI courses in various subject areas using a range of vocabulary knowledge tests, including the vocabulary levels test (VLT), the productive vocabulary levels test (PVLT) and a multi-word units test. Findings reveal some significant gains in students' vocabulary knowledge but with small effect sizes. Significant vocabulary gain was found in students’ general vocabulary receptive and productive knowledge as well as in their productive academic vocabulary and knowledge of multi-word units. Their productive vocabulary knowledge was considerably lower at both data collection points, even though students showed more improvement in productive than receptive vocabulary. Greater vocabulary gains were observed in students who attended more EMI classes. The results suggest that vocabulary gain might not be taken for granted as a by-product of EMI.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233804","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

English language teachers’ implementation of collaborative translanguaging 英语教师实施合作翻译语言的情况

IF 4.9 1区文学

System Pub Date : 2024-09-14 DOI: 10.1016/j.system.2024.103488

Kenan Dikilitaş , Ali Öztüfekçi

{"title":"English language teachers’ implementation of collaborative translanguaging","authors":"Kenan Dikilitaş , Ali Öztüfekçi","doi":"10.1016/j.system.2024.103488","DOIUrl":"10.1016/j.system.2024.103488","url":null,"abstract":"<div><p>Employing a phenomenological lens, this study investigated the lived experiences of teachers engaging in collaborative bilingual instruction, specifically focusing on their practices within a co-teaching framework. Through in-depth interviews and reflective analysis, the study aimed to shed light on how language and content teachers collaborated, the challenges they experienced, and explore professional development opportunities as informed by translanguaging pedagogies. In this regard, phenomenology is a powerful methodological tool as it allowed us to capture and capitalize on the participating teachers’ lived experiences in implementing bilingual instruction as they were engaged in co-teaching. Our findings illustrate the complexities of collaborative teaching practices in bilingual settings; thus, offering insights into how teachers adapt, grow, and (re)define their professional identities. The findings also contribute to a conceptualisation of bilingual instruction in an EFL context with a particular focus on the importance of collaborative efforts of teachers to utilize translanguaging pedagogies in their teaching. The study concludes with implications for both practice and research.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142232864","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 the dynamics of motivational self-constructs across the lifespan: Tales from senior learners of English 追溯人一生中动机自我构建的动态变化：高年级英语学习者的故事

IF 4.9 1区文学

System Pub Date : 2024-09-13 DOI: 10.1016/j.system.2024.103487

Berenice Darnault , Elsa Tragant , David Lasagabaster

{"title":"Tracing the dynamics of motivational self-constructs across the lifespan: Tales from senior learners of English","authors":"Berenice Darnault , Elsa Tragant , David Lasagabaster","doi":"10.1016/j.system.2024.103487","DOIUrl":"10.1016/j.system.2024.103487","url":null,"abstract":"<div><p>In the context of an ageing and increasingly more independent learning population, a narrative inquiry into the life stories of motivated and still active senior language users remains a promising yet unexplored area. This case study forms part of a PhD research (Darnault, 2023) on the motivational dynamics of lifelong foreign language learning (FLL) individuals. We recorded the retrospective stories of 3 exceptionally motivated French senior learners of English, aged 65 to 80, from childhood to their current learning experience. Our triangulated and multimodal approach elicited written, oral and visual data. An inductive thematic analysis first highlighted the emergence of motivational peaks, subsequently followed by the examination of clusters of self-constructs within participants’ individual time frames in light of the L2 Motivational Self System (L2MSS) framework. Results showed that upon retirement all three learners integrated language learning into their daily routine, incorporating it as an integral part of their identity and broader sense of self outside L2 domain-specific motivational constructs. A particularly unyielding hybrid L2 self emerged in later years, drawing from the combination of ought-to, ideal and anti-ought-to selves that prevailed with different degrees of intensity and interaction according to life periods.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24002690/pdfft?md5=7f46fdde3f4a7e5b1770f55a393b1351&pid=1-s2.0-S0346251X24002690-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173853","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