IF 4.9 1区文学

System Pub Date : 2024-09-05 DOI: 10.1016/j.system.2024.103473

Abolfazl Khodamoradi

{"title":"Investigating barriers to implementation of a CLT-based curriculum innovation in iranian secondary education","authors":"Abolfazl Khodamoradi","doi":"10.1016/j.system.2024.103473","DOIUrl":"10.1016/j.system.2024.103473","url":null,"abstract":"<div><p>This mixed-methods study explored Iranian English teachers' perceptions of barriers to implementing an innovative CLT-based curriculum in Iranian high school English classes. The sample of the study was composed of three groups: 23 English teachers who participated in semi-structured interviews, 217 English teachers who completed the initial version of the questionnaire for construct validation, and 143 English teachers, including 45 Teaching English as a Foreign Language (TEFL) graduates, 58 beginning teachers, and 40 experienced teachers, who completed the validated questionnaire. The instruments utilized were a semi-structured interview and questionnaire. The thematic analysis of the qualitative data indicated that the barriers were of five core categories related to institutions, culture, learners, teachers, and CLT. The analysis of the quantitative data demonstrated that on the continuum of full/non-implementation, the participants stood considerably away from the full implementation extreme believing that few CLT principles could be implemented. The findings also revealed that the graduates' perceptions of barriers were significantly different from those of beginning teachers and experienced teachers, while no significant difference was observed between the beginning teachers' perceptions and those held by the experienced teachers. It is concluded that there is a huge gap between the curriculum developers' intentions and teachers’ perceptions, both in urgent need of modifications.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158158","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 : 2024-08-30 DOI: 10.1016/j.system.2024.103458

Yixi Qiu

引用次数: 0

Freedom and constraints: English learners’ investment in writing through digital multimodal composing 自由与约束：英语学习者通过数字多模态写作进行写作投资

IF 4.9 1区文学

System Pub Date : 2024-08-30 DOI: 10.1016/j.system.2024.103456

Yanhong Zuo

{"title":"Freedom and constraints: English learners’ investment in writing through digital multimodal composing","authors":"Yanhong Zuo","doi":"10.1016/j.system.2024.103456","DOIUrl":"10.1016/j.system.2024.103456","url":null,"abstract":"<div><p>In the field of teaching English as an Additional Language (EAL), digital multimodal composing (DMC) has been increasingly used as a pedagogical approach to support students' writing. While literature highlights DMC has the potential to encourage EAL learners' investment in writing afforded by digital tools, few studies have explored what contextual factors may shape EAL learners' identities in DMC and how they can impact their investment in English writing. This article reports on a qualitative study that investigates the contextual factors that come into play in EAL students' social identity and investment in English writing through DMC in an academic literacy course in China. Through thematic analysis, this study identifies that students' investment in English writing through the DMC project interacted with two major forces in the literacy classroom setting contextualized in the Chinese education system: freedom and constraints. Under such influence, students took on two conflicting identities: free composers and disciplined language learners. Further, I argue that they experienced tensions in these identities. However, the negotiation of the tensions tended to be productive in terms of students’ investment in English writing, which ultimately fostered an enriched understanding of writing.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096225","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

Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context 通过使用母语和ESP加强EMI学习：在中国跨国教育背景下的混合方法研究

IF 4.9 1区文学

System Pub Date : 2024-08-30 DOI: 10.1016/j.system.2024.103455

Xiao Cui, Chong Wang, Ishamina Athirah Gardiner

{"title":"Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context","authors":"Xiao Cui, Chong Wang, Ishamina Athirah Gardiner","doi":"10.1016/j.system.2024.103455","DOIUrl":"10.1016/j.system.2024.103455","url":null,"abstract":"<div><p>This paper employs a mixed-methods design to investigate the supportive roles of the translanguaging practice, specifically the use of students' First Language (L1), and English for Specific Purposes (ESP) courses within the context of English Medium Instruction (EMI) in a Transnational Education (TNE) program in China. It involved collecting questionnaire responses from 268 undergraduate Chemical Engineering students and conducting 17 follow-up semi-structured interviews. The hierarchical multiple regression analysis revealed students' academic language-related challenges and ESP course performance were two statistically significant predictors of their EMI academic success; academic linguistic challenges and students' L1 use attitudes emerged as significant indicators of their EMI learning self-efficacy. Qualitative data analysis further uncovered students' positive beliefs regarding the bridging effects of L1 use on facilitating their EMI learning and the foundational role of ESP courses in linguistic preparation. These empirical findings lead to significant pedagogical implications, aiming to scaffold effective EMI learning in the investigated context.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096224","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 presence of translanguaging and its effect on EFL learners’ languaging opportunities in video-based peer editing 基于视频的同伴编辑中翻译语言的存在及其对英语学习者语言机会的影响

IF 4.9 1区文学

System Pub Date : 2024-08-29 DOI: 10.1016/j.system.2024.103452

Abdulrahman Nasser Alqefari

{"title":"The presence of translanguaging and its effect on EFL learners’ languaging opportunities in video-based peer editing","authors":"Abdulrahman Nasser Alqefari","doi":"10.1016/j.system.2024.103452","DOIUrl":"10.1016/j.system.2024.103452","url":null,"abstract":"<div><p>Due to the dearth of research on translanguaging in English as a Foreign Language (EFL) collaborative writing, this paper examined the presence of translanguaging in 10 Saudi EFL dyads’ languaging dialogue in video-mediated peer editing in Google Docs and its effect on their production of language-related episodes (LREs). Four hundred seventy-six LREs were identified and categorized into (1) English-only LREs, (2) Arabic-only LREs, and (3) translanguaging LREs (English-Arabic LREs and Arabic-English LREs). The results revealed that translanguaging occurred in 212 LREs (44.5%) while the remaining LREs were produced through English-only (<em>n</em> = 100; 21%) and Arabic-only (<em>n</em> = 164; 34.5%). Moreover, whereas more elaborate LREs were produced through translanguaging (<em>n=</em>151; 31.7%, <em>M=</em>6.29, <em>SD=</em>5.32), more partial LREs (<em>n=</em>68; 4.3%, <em>M=</em>5.66, <em>SD=</em> 5.49) and limited LREs (<em>n=</em>58; 12.2%, <em>M</em> = 4.83, <em>SD=</em>4.06) were produced entirely in Arabic. The dyads produced more lexical (<em>n=</em>108; 22.7%, <em>M=</em>2.54, <em>SD=</em>2.14) and grammatical LREs (<em>n=</em>60; 12.6%, <em>M=</em>4.50, <em>SD=</em>3.63) through translanguaging whereas more mechanical LREs were produced in Arabic (<em>n</em> = 56; 11.8%, <em>M</em> = 4.66, <em>SD</em> = 4.24). Finally, the languaging outcome varied as the dyads successfully resolved more LREs (<em>n=</em>191; 40%, <em>M=</em>8.04, <em>SD=</em>5.09) through translanguaging. The study offers useful implications for creating opportunities for translingual interactions in video-mediated peer editing.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096222","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

Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction 释放数字适应性的魔力：通过数字扫盲教学释放学生的写作技能和自决动机

IF 4.9 1区文学

System Pub Date : 2024-08-29 DOI: 10.1016/j.system.2024.103454

Hanieh Shafiee Rad, Javad Alipour, Aliakbar Jafarpour, Mahmood Hashemian

{"title":"Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction","authors":"Hanieh Shafiee Rad, Javad Alipour, Aliakbar Jafarpour, Mahmood Hashemian","doi":"10.1016/j.system.2024.103454","DOIUrl":"10.1016/j.system.2024.103454","url":null,"abstract":"<div><p>This study explored the impact of adaptive learning (AL) and digital literacy (DL) instruction on L2 learners' writing skills and motivation. The study explored the potential of DL instruction within AL contexts to enhance L2 writing and motivation. A total of 93 students at an intermediate level of proficiency were randomly assigned to two experimental groups (AL-enhanced or EG1, and AL-enhanced supported by DL instruction or EG2) and a control group (a technology-enhanced non-AL group). The study used writing tasks, self-determination theory (SDT) questionnaire, DL questionnaire, and semi-structured interviews as instruments for data collection. Findings indicated that AL significantly influences participants' writing outcomes and SDT compared to the control group. Furthermore, the use of DL instruction within AL environments enhances DL skills, writing outcomes, and self-determination motivation. Qualitative results also suggest a positive effect of AL and DL instruction on students' writing skills and SDT. Finally, findings indicate that integration of AL and DL instruction could enhance students' engagement, autonomy, and motivation, thereby positively impacting their overall learning experience. Findings highlight the significance of integrating AL and DL instruction to enhance students' writing, SDT, and overall learning experience, thereby preparing them for the digital age.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096223","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

Fostering a translingual framework in teacher education focused on pragmatics: Identity and the multilingual turn in pragmatics pedagogy 在以语用学为重点的师范教育中培养跨语言框架：语用学教学法中的身份认同与多语转向

IF 4.9 1区文学

System Pub Date : 2024-08-28 DOI: 10.1016/j.system.2024.103457

Noriko Ishihara

{"title":"Fostering a translingual framework in teacher education focused on pragmatics: Identity and the multilingual turn in pragmatics pedagogy","authors":"Noriko Ishihara","doi":"10.1016/j.system.2024.103457","DOIUrl":"10.1016/j.system.2024.103457","url":null,"abstract":"<div><p>As part of the multilingual turn in applied linguistics, practices in teacher education for L2 pragmatics should be reconsidered to highlight the interconnection between identity and pragmatics and explore ways to support learners' and teachers' multilingualism through pragmatics instruction. This paper aims to provide an overview of second language (L2) pragmatics research informed by a multilingual or translingual framework and to illustrate how teacher education can integrate its basic tenets into teachers’ professional development so that multicompetence can become a prominent goal in the teaching and assessment of pragmatic competence rather than monolingual native-speakerism.</p><p>Although language teachers are often multilingual themselves, they may not readily see the potential of their own hybrid identities under the influence of a dominant monolingual ideology and thus may not spontaneously foster learners' multicompetence. Through an example of collaborative interactions in a teacher development course centered on pragmatics instruction, this paper will explore how teachers can jointly mediate their metapragmatic awareness while engaging in translingual pedagogy and strategically leverage their own translingual identity as pedagogy in teaching pragmatics. The paper will conclude by identifying three approaches to translingual pedagogy in pragmatics-focused instruction that acknowledges learners' and teachers’ multilingual repertoire and legitimatizes their voices, languages, and knowledge construction. (200 words).</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089202","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

Motivation and self-regulated learning profiles: A person-centered perspective of English learning and achievement in an Asia context 学习动机和自我调节学习概况：从以人为本的角度看亚洲背景下的英语学习和成就

IF 4.9 1区文学

System Pub Date : 2024-08-28 DOI: 10.1016/j.system.2024.103448

Youyan Nie, Baoqi Sun, Feng Xiong

引用次数: 0

Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study 从文化信息积极心理学的视角探索中国 EMI 讲师的教学参与：干预研究

IF 4.9 1区文学

System Pub Date : 2024-08-26 DOI: 10.1016/j.system.2024.103444

Yue Ma , Jinghe Han , Scott Smith

{"title":"Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study","authors":"Yue Ma , Jinghe Han , Scott Smith","doi":"10.1016/j.system.2024.103444","DOIUrl":"10.1016/j.system.2024.103444","url":null,"abstract":"<div><p>This research is situated in the context of English Medium Instruction (EMI) teaching in higher education. The importance of lecturers' skilled implementation of engagement strategies to enhance students' learning is acknowledged. However, literature identifies a need for theoretically informed professional development (PD) programs to improve EMI lecturers' pedagogical engagement. In light of the identified concerns and issues, an intervention, drawing on a pedagogical engagement framework informed by positive psychology, was implemented and reported in this paper. The intention of the study was to contribute to the development of Chinese EMI lecturers' engagement portfolios. A group of twenty-five EMI lecturers in a South China university participated in the study. Through analysing their pre- and post-intervention teaching data and a focus group discussion, it was found that the quality of their cognitive engagement, and the quality of their emotional and behavioral engagement episodes in practice were noticeably improved. It can be concluded that an intensive intervention through a theoretically informed engagement framework contributes to EMI lecturers' pedagogical commitment to students' cognitive learning, and psychological investment in learners’ well-being. However, cultural and institutional factors somewhat constrained the participants from fully embracing the workshops, impacting their perception and post-intervention practice.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24002264/pdfft?md5=247b56280e63232fd49b5e5945beb6d1&pid=1-s2.0-S0346251X24002264-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076792","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

Affording pragmatics-focused training for language teachers: The case of L2 Mandarin Chinese 为语言教师提供注重语用学的培训：汉语第二语言的案例

IF 4.9 1区文学

System Pub Date : 2024-08-23 DOI: 10.1016/j.system.2024.103447

Li Yang

{"title":"Affording pragmatics-focused training for language teachers: The case of L2 Mandarin Chinese","authors":"Li Yang","doi":"10.1016/j.system.2024.103447","DOIUrl":"10.1016/j.system.2024.103447","url":null,"abstract":"<div><p>This study reported the design and implementation of a 16-week graduate seminar on second language (L2) pragmatics offered for 14 graduate teaching assistants (GTAs) who were teaching various target languages as teachers of record at a US public university. Grounded in the explicit awareness-raising approach, the seminar was designed to increase the GTAs' pragmatic knowledge, promote their cross-cultural pragmatic awareness, and facilitate their teaching and researching of pragmatics. Specifically, the training comprised four modules: key concepts in pragmatics, cross-cultural pragmatics, L2 pragmatics, and instructional pragmatics. With the recent advances in technology, the guidelines and practices for effectively designing web-based pragmatic materials were also incorporated. One of the GTAs, who was a native speaker of Mandarin Chinese and taught the language in the program, was observed as a focal participant to track the development of her pragmatic knowledge and application. Overall, the participants' positive evaluation ratings and comments on the seminar, as well as the focal Chinese GTA's demonstrated knowledge and application in pragmatics over time, suggest that the pragmatics-focused training is beneficial to cultivate the GTAs' professional knowledge and qualities in delivering pragmatics instruction.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142050088","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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