IF 4.9 1区文学

System Pub Date : 2025-04-02 DOI: 10.1016/j.system.2025.103670

Yujia Hong , Nadira Saab , Wilfried Admiraal

{"title":"EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes","authors":"Yujia Hong , Nadira Saab , Wilfried Admiraal","doi":"10.1016/j.system.2025.103670","DOIUrl":"10.1016/j.system.2025.103670","url":null,"abstract":"<div><div>Digital gamification has a great potential for enhancing EFL learners' motivation and achievement. A digital gamified class should be the integration of ‘game’ and ‘learning’ aspects. However, most studies on it have been conducted only with the hypothesis of using game elements to improve the student experience, ignoring the role of students' learning needs in the success of digital gamification. The present study employed the Target Needs Analysis Model and used five commonly used game elements in class to investigate university EFL students' learning needs, game element preferences, and the relationship between them, with English writing homework as the application context. Online survey data from 505 EFL learners who have experienced English writing homework in Chinese universities were collected. Through descriptive analysis, their preferred game elements for designing English writing homework were found (competition the most while ranking the least). Five types of learning needs were identified as well, ranging from text types to writing tasks. In addition, the results of the content analysis showed that a small percentage of participants were reluctant to use digital gamification due to unfamiliarity (about 9.4 %) and demotivation (about 3.6 %). Three design principles for gamified English writing were also yielded, that is, instant and personalized feedback, appropriate time pressure, and difficulty levels. Moreover, path analysis and Structural Equation Modeling approaches demonstrated that there was no significant correlation between specific types of game elements and writing needs, although different gamification designs could slightly facilitate the fulfillment of learning needs. Furthermore, we gave both practical implications and recommendations for future research on digital gamification for learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103670"},"PeriodicalIF":4.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747789","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

Development and validation of the Teacher Multiliteracies Scale (TMS) for English language teacher education 英语教师多元读写能力量表的开发与验证

IF 4.9 1区文学

System Pub Date : 2025-04-01 DOI: 10.1016/j.system.2025.103673

Salim Nabhan , Anita Habók

{"title":"Development and validation of the Teacher Multiliteracies Scale (TMS) for English language teacher education","authors":"Salim Nabhan , Anita Habók","doi":"10.1016/j.system.2025.103673","DOIUrl":"10.1016/j.system.2025.103673","url":null,"abstract":"<div><div>In education's evolving landscape, traditional concepts of literacy are insufficient for addressing modern life's multifaceted demands. Thus, multiliteracy has emerged as essential for contemporary educators. However, current tools often focus narrowly on individual literacy components, failing to provide holistic assessment of multiliteracies, especially in English language teacher education. Despite recognition of multiliteracies' importance, development of validated instruments designed to measure these competencies among pre-service English language teachers shows a notable gap. This study aimed to develop and validate the Teacher Multiliteracies Scale (TMS), a comprehensive measurement instrument to assess pre-service English language teachers' multiliteracies. The TMS encompasses four dimensions: multimodal, digital, critical, and socio-cultural literacies and was developed through a rigorous process involving literature review, expert validation, and pilot testing. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) confirmed a four-factor structure, demonstrating strong construct validity. The TMS showed high reliability, with Cronbach's alpha values ranging from 0.954 to 0.980 across dimensions. The study successfully developed and validated the TMS, thus providing a reliable, valid tool for assessing pre-service English language teachers' multiliteracies. Results highlight the TMS's potential to enhance teacher education programs by offering a comprehensive evaluation of essential literacies in the English language education context. TMS implementation in teacher education programs can promote a holistic approach to literacy education, equipping future educators with the necessary competencies to navigate and teach in a digitally and culturally diverse world. The instrument can further serve as a foundation for future research and development in multiliteracies education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103673"},"PeriodicalIF":4.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791301","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 reading rainbow of young multilingual learners: Reading comprehension in the majority (Spanish), regional (Basque) and foreign (English) language 年轻多语学习者的阅读彩虹：多数语言（西班牙语）、地区语言（巴斯克语）和外语（英语）的阅读理解

IF 4.9 1区文学

System Pub Date : 2025-03-31 DOI: 10.1016/j.system.2025.103665

Amparo Lázaro-Ibarrola, María Luquin, Hanne Roothooft

{"title":"The reading rainbow of young multilingual learners: Reading comprehension in the majority (Spanish), regional (Basque) and foreign (English) language","authors":"Amparo Lázaro-Ibarrola, María Luquin, Hanne Roothooft","doi":"10.1016/j.system.2025.103665","DOIUrl":"10.1016/j.system.2025.103665","url":null,"abstract":"<div><div>Reading comprehension is crucial in education, serving as the foundation for acquiring knowledge. In multilingual settings, children must develop these skills in multiple languages. However, there is limited understanding of comprehension levels across languages and of the role of influencing factors such as language exposure, non-verbal intelligence (NVI), socioeconomic status (SES), and extramural reading (ER). This study explores how these variables impact the reading comprehension of young learners (aged 10–11) in English (foreign language), Spanish (main language), and Basque (regional language for Basque-immersion participants). The participants were divided into a high-intensity (HI) group (N = 118) and a low-intensity (LI) group (N = 81) within Basque-immersion programs. Results showed correlations among reading comprehension scores in Spanish, English, and Basque. While both groups demonstrated similar Spanish comprehension levels, the HI group excelled in English, particularly among high-NVI learners. LI learners scored lower in Basque compared to Spanish. Regression analyses indicated that NVI and, to a lesser extent, SES influenced reading comprehension across languages. Also, HI learners engaged more in English ER, whereas LI learners favored Basque. However, ER did not have a significant impact on their reading scores. Based on these findings, pedagogical implications for multilingual education contexts will be discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103665"},"PeriodicalIF":4.9,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738985","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

IF 4.9 1区文学

System Pub Date : 2025-03-22 DOI: 10.1016/j.system.2025.103663

Minghao Chen

引用次数: 0

Strategies of teaching knowledge in English-medium instruction lectures: A Legitimation Code Theory perspective 英语教学中的知识教学策略：合法性符码理论的视角

IF 4.9 1区文学

System Pub Date : 2025-03-22 DOI: 10.1016/j.system.2025.103667

Feifei Liu , Ling Xu , Haiquan Huang

{"title":"Strategies of teaching knowledge in English-medium instruction lectures: A Legitimation Code Theory perspective","authors":"Feifei Liu , Ling Xu , Haiquan Huang","doi":"10.1016/j.system.2025.103667","DOIUrl":"10.1016/j.system.2025.103667","url":null,"abstract":"<div><div>English-medium instruction (EMI) has emerged as a predominant educational approach for disseminating disciplinary knowledge in tertiary institutions. Existing research has extensively examined the pedagogical dimensions of EMI pedagogy, such as its structures, instructor practices, and student experiences, with less attention being paid to the knowledge expressions and their pedagogical implications. The present study explores the construction of disciplinary knowledge and the strategies used in its dissemination in a live EMI lecture. Adopting a case study method, this study collected data through non-participant naturalistic observation, with subsequent analysis undertaken with reference to <em>Semantics</em> in Legitimation Code Theory (LCT). Findings reveal that disciplinary knowledge was cumulatively built through progressively condensing multiple meanings and rhetorically unpacked via strategies of comparing and expositing. These recurrent patterns engendered two pedagogical strategies: interactive and separate strategies. These findings could provide valuable insights for improving teaching quality and advancing interdisciplinary dialogue between EMI and LCT research.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103667"},"PeriodicalIF":4.9,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738984","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

Corrigendum to “Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective” [System 113 (2023) 102959] 《香港英语中等教学中学课堂不当行为的管理：跨语言视角》的勘误表[系统113 (2023)102959]

IF 4.9 1区文学

System Pub Date : 2025-03-20 DOI: 10.1016/j.system.2025.103661

Kevin W.H. Tai

引用次数: 0

Student perceptions of feedback and self-regulated language learning: A mixed-methods investigation 学生对反馈和自我调节语言学习的看法：一项混合方法的调查

IF 4.9 1区文学

System Pub Date : 2025-03-19 DOI: 10.1016/j.system.2025.103654

Yoshiyuki Nakata , W.L. Quint Oga-Baldwin , Atsuko Tsuda

{"title":"Student perceptions of feedback and self-regulated language learning: A mixed-methods investigation","authors":"Yoshiyuki Nakata , W.L. Quint Oga-Baldwin , Atsuko Tsuda","doi":"10.1016/j.system.2025.103654","DOIUrl":"10.1016/j.system.2025.103654","url":null,"abstract":"<div><div>This study investigated the impact of various types of oral feedback on self-regulated language learning. The participants were 114 s-year high school students. A mixed-methods approach was used for data collection, including: (1) a questionnaire reporting retrospective perceptions of feedback received in lower secondary school; (2) a questionnaire recording current feedback experiences in high school; and (3) a follow-up questionnaire ranking ideal feedback types and assessing the perceived frequency of feedback use. Longitudinal path modeling revealed that proficiency influenced students' recognition of different types of feedback in both junior high and high school. Students indicated a preference for praise while expressing a dislike for self-correction. Notably, a greater discrepancy between students' preferred and actual feedback predicted English language achievement, driven primarily by discrepancy between students' desire for correction and their perceived reality. Open-ended responses acknowledged the role of self-correction in learning, but emphasized a preference for praise. These findings highlight a misalignment between students’ preferences and instructional practices. While this discrepancy may influence learning outcomes, it also appears to predict them.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103654"},"PeriodicalIF":4.9,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643917","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 “Mitigating ethnic minority students' foreign language anxiety through co-learning in Chinese as an additional language classrooms: A transpositioning perspective” [System 127 (2024) 103496] “通过汉语共同学习作为额外语言教室来缓解少数民族学生的外语焦虑：换位视角”的勘误表[System 127 (2024) 103496]

IF 4.9 1区文学

System Pub Date : 2025-03-19 DOI: 10.1016/j.system.2025.103659

Kevin W.H. Tai , Tong King Lee

引用次数: 0

Corrigendum to “Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers' synchronous small group online tutorials” [System 121 (2024) 103185] “在线语言教学中模式的超越：ESL教师同步小组在线辅导的跨语言视角”的勘误表[系统121 (2024)103185]

IF 4.9 1区文学

System Pub Date : 2025-03-19 DOI: 10.1016/j.system.2025.103660

Kevin W.H. Tai

引用次数: 0

Understanding the conditions that foster collaborative teacher cultures: A case study 理解培养合作教师文化的条件：一个案例研究

IF 4.9 1区文学

System Pub Date : 2025-03-18 DOI: 10.1016/j.system.2025.103652

Margaret Early, Jonathan Ferreira, Maureen Kendrick, Giovanna Lucci

{"title":"Understanding the conditions that foster collaborative teacher cultures: A case study","authors":"Margaret Early, Jonathan Ferreira, Maureen Kendrick, Giovanna Lucci","doi":"10.1016/j.system.2025.103652","DOIUrl":"10.1016/j.system.2025.103652","url":null,"abstract":"<div><div>This case study reports on school district-university partnership that investigated collaborative practices between content-area teachers and English language learner (ELL) teachers in secondary school contexts. Persistent challenges have hindered collaborative practices, which consequently impact scaffolding practices that support the content and language learning of newcomer students. There is limited literature on teacher collaboration in secondary schools in particular, where content-area teachers report working in silos and language support is reduced. In the context of these challenges, we sought to understand: <em>What are the conditions that foster collaborative cultures in secondary schools?</em> Drawing on sociocultural perspectives, reflective practices and an ecological model of human development adapted to teacher collaboration, we co-designed a series of four professional conversations with three system leaders in two school districts in Western Canada. Together, we documented the conditions that fostered collaborations among seven secondary teachers and their collaborators. Data sources included whole group professional conversations, small group interactions, and artifact collection; correspondence between collaborating teachers; online shared documents; and individual and exit interviews. Following our thematic analysis, we report on three conditions that foster collaborative cultures in secondary schools: generosity and care; creativity, flexibility and spontaneity; and blurred lines between teacher roles and responsibilities.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103652"},"PeriodicalIF":4.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643814","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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