IF 5.6 1区文学

System Pub Date : 2025-08-09 DOI: 10.1016/j.system.2025.103808

Freek Olaf de Groot

{"title":"Sticky voices: Affect and critical digital literacies in multimodal academic feedback","authors":"Freek Olaf de Groot","doi":"10.1016/j.system.2025.103808","DOIUrl":"10.1016/j.system.2025.103808","url":null,"abstract":"<div><div>This paper presents a qualitative, critical case study that examines multimodal academic feedback through the theoretical lens of affect and critical digital literacy. It pursues two aims: first, to explore how simple technologies such as screencast feedback provide multisemiotic cues that enhance the accessibility and inclusivity of academic feedback in an increasingly digitized educational landscape; second, to extend prior research by demonstrating how an affective-discursive lens can offer deeper insights into students’ experiences of feedback and its potential for transformative learning. Drawing on critical affect theory and critical digital literacy frameworks, the study analyzes a corpus of teacher-recorded feedback videos and accompanying student group reflections. The findings reveal that multimodal feedback provides rich semiotic resources that help students interpret not only the content but also the tone and relational intent behind the feedback. These affective responses often foster a different more active engagement with future academic tasks, including moments of dialogicality and inner speech that support self-regulation. Furthermore, the availability and accessibility of video feedback afford opportunities for affective resonance and long-term learning trajectories. These outcomes call attention to the sociotechnical and ideological structures under which feedback is produced and received, raising important questions about equity, authority, and the literacies that shape academic practices.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103808"},"PeriodicalIF":5.6,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144895189","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

Beyond monologues – Examining L2 Finnish learners’ interpersonal behavior during dialogue speaking tasks using the computer-joystick method 超越独白-使用电脑操纵杆方法研究第二语言芬兰语学习者在对话演讲任务中的人际行为

IF 5.6 1区文学

System Pub Date : 2025-08-08 DOI: 10.1016/j.system.2025.103803

Anna von Zansen, Ilona Lähteenmäki, Joona Juselius, Pentti Henttonen

{"title":"Beyond monologues – Examining L2 Finnish learners’ interpersonal behavior during dialogue speaking tasks using the computer-joystick method","authors":"Anna von Zansen, Ilona Lähteenmäki, Joona Juselius, Pentti Henttonen","doi":"10.1016/j.system.2025.103803","DOIUrl":"10.1016/j.system.2025.103803","url":null,"abstract":"<div><div>Although second language (L2) speaking assessment usually seeks to cover interactional aspects, in practice, it is often limited to assessing L2 learners' individual audio-recorded performance or focusing merely on linguistic criteria. This study experiments with a new method for assessing interactional competence. The computer-joystick method allows observing both verbal and nonverbal features while rating an individual's behavior from video. The present study seeks to find out whether the method can be used to assess speakers' interpersonal behaviors reliably in the context of L2 learners' dialogue speaking tasks. The interpersonal behavior of academic L2 Finnish learners (N = 44) was examined during three spoken interaction tasks designed for A2–B2 level speakers. The study is part of a larger project which develops ways to measure and assess oral language skills automatically. Each learner's interpersonal behaviors (using two variables of dominance and affiliation, rating both linguistic and nonverbal features) were continually coded over time while watching audiovisual recordings of their speaking performance. The reliability of the ratings ranged from moderate to good. The resulting time series data were used to analyze changes in the variables and their variation according to task-level, dyad-level and participant-level predictors. Nonindependence metrics, actor and partner effects of language proficiency, and measures of synchronization between participants were investigated. In sum, it was found that the coding system can be used reliably for assessing interpersonal behaviors in the context of language assessment. Finally, potential implications for assessing spoken interaction in a second language using both humans and algorithms are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103803"},"PeriodicalIF":5.6,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886607","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

How L2 grit fuels optimism and cognitive engagement to promote willingness to communicate in English among junior high students 第二语言砂砾如何激发初中生的乐观和认知参与，从而促进他们用英语交流的意愿

IF 5.6 1区文学

System Pub Date : 2025-08-04 DOI: 10.1016/j.system.2025.103798

Xiang Li , Zhanyu Wang , Jie Yang

{"title":"How L2 grit fuels optimism and cognitive engagement to promote willingness to communicate in English among junior high students","authors":"Xiang Li , Zhanyu Wang , Jie Yang","doi":"10.1016/j.system.2025.103798","DOIUrl":"10.1016/j.system.2025.103798","url":null,"abstract":"<div><div>Although many learners possess sufficient linguistic knowledge, they often remain reluctant to communicate in English, underscoring the need to explore the underlying psychological mechanisms associated with communicative readiness. This study examines the mediation of optimism and cognitive engagement in the relationship between L2 grit and willingness to communicate (WTC) in English among junior high school students. Drawing on the Conservation of Resources (COR) theory and positive psychology, the research investigates whether domain-specific grit is linked to communicative willingness through optimism and cognitive engagement. A convenience sample of 533 Grade 8 Chinese students completed a questionnaire measuring L2 grit, optimism, cognitive engagement, and WTC. PLS-SEM analysis revealed significant indirect effects of L2 grit on WTC through optimism (β = 0.085, p = 0.002) and cognitive engagement (β = 0.094, p < 0.001). Moreover, a sequential mediation pathway was supported (β = 0.075, p < 0.001), suggesting that higher levels of L2 grit are associated with greater optimism, which in turn is related to higher cognitive engagement and, ultimately, to increased WTC. The findings offer theoretical insights and practical implications for designing interventions that nurture psychological resources to potentially enhance language learners’ communicative competence in EFL contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103798"},"PeriodicalIF":5.6,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766957","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 : 2025-08-02 DOI: 10.1016/j.system.2025.103800

Nguyen Huu Chanh

引用次数: 0

The impact of functional load and phoneme position on automated pronunciation assessment in young Korean EFL learners 功能负荷和音素位置对青少年韩语英语学习者语音自动评价的影响

IF 5.6 1区文学

System Pub Date : 2025-08-02 DOI: 10.1016/j.system.2025.103794

Yongkook Won

{"title":"The impact of functional load and phoneme position on automated pronunciation assessment in young Korean EFL learners","authors":"Yongkook Won","doi":"10.1016/j.system.2025.103794","DOIUrl":"10.1016/j.system.2025.103794","url":null,"abstract":"<div><div>Functional Load (FL), which reflects the communicative importance of phonemic contrasts, is widely acknowledged in L2 pronunciation research but remains underutilized in automated pronunciation assessment (APA) systems. This study investigates how FL (high vs. low) and phoneme position (word-initial, medial, final) affect pronunciation difficulty among young Korean EFL learners. From an original dataset of 6000 read-aloud clips produced by 176 learners, 2739 clips were retained after filtering for signal quality and transcription accuracy. Phoneme-level scores were generated using Microsoft Azure’s Pronunciation Assessment tool, and a Many-Facet Rasch Measurement (MFRM) model was used to estimate phoneme difficulty across FL and positional variables. Findings revealed a small but statistically significant advantage for high-FL phonemes overall. However, phoneme position had a stronger impact: word-final phonemes consistently posed the greatest challenge, while medial phonemes were the easiest, regardless of FL. The interaction between FL and position was not significant, suggesting that positional effects operate independently. These results highlight the importance of incorporating both FL and phoneme position into pronunciation instruction and assessment. While FL helps identify phonemes critical to overall pronunciation effectiveness, addressing position-specific challenges—particularly in word-final contexts constrained by L1 Korean phonotactics—may yield greater improvements in learners’ speech accuracy and comprehensibility.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103794"},"PeriodicalIF":5.6,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144763591","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 Chinese learners’ epistemic participation through plurilingual pedagogies in a Spanish as a foreign language classroom 在西班牙语教学中运用多语教学法提高中国学习者的认知参与

IF 5.6 1区文学

System Pub Date : 2025-08-02 DOI: 10.1016/j.system.2025.103795

Danli Li , Ge Xu , Jian Qin

引用次数: 0

Tangible and intangible rewards: How do they relate to task-specific motivation and task performance in second language writing? 有形和无形的奖励：它们与第二语言写作的任务特定动机和任务表现有何关系？

IF 5.6 1区文学

System Pub Date : 2025-08-02 DOI: 10.1016/j.system.2025.103801

Chengchen Li , Xiaojun Lu

{"title":"Tangible and intangible rewards: How do they relate to task-specific motivation and task performance in second language writing?","authors":"Chengchen Li , Xiaojun Lu","doi":"10.1016/j.system.2025.103801","DOIUrl":"10.1016/j.system.2025.103801","url":null,"abstract":"<div><div>This study investigates the impact of tangible and intangible rewards on extrinsic and intrinsic task-specific motivation of young second language (L2) writers, as well as their writing performance. It also examines the relationships between task-specific motivation and writing performance under various reward conditions. A total of 123 Chinese secondary school students were assigned to three groups: a tangible reward group, an intangible reward group, and a no reward group. Participants in the two reward groups were informed that they could receive a tangible or an intangible reward if their writing performance ranked among Top 10 in their class. All participants then completed an English writing task, followed by a scale assessing their extrinsic and intrinsic motivation in the task. A series of Kruskal-Wallis tests revealed that rewards increased extrinsic task motivation but had no effect on intrinsic task motivation. Both reward groups outperformed the no reward group in all aspects of writing performance (i.e., content, organization, and language). Additionally, Spearman correlation and multiple linear regression analyses revealed that extrinsic and intrinsic task motivation were positively associated with writing performance in the tangible reward group, but not in the other groups. The findings provide practical implications for task motivation intervention among young L2 learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103801"},"PeriodicalIF":5.6,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144763593","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

Development and validation of the PA-SDA Scale: Measuring personal attributes in AI-integrated self-directed language learning PA-SDA量表的开发与验证：人工智能集成自主语言学习中个人属性的测量

IF 5.6 1区文学

System Pub Date : 2025-08-01 DOI: 10.1016/j.system.2025.103793

Belle Li , Zhuo Zhang , Victoria Lowell , Chaoran Wang , Curtis J. Bonk

{"title":"Development and validation of the PA-SDA Scale: Measuring personal attributes in AI-integrated self-directed language learning","authors":"Belle Li , Zhuo Zhang , Victoria Lowell , Chaoran Wang , Curtis J. Bonk","doi":"10.1016/j.system.2025.103793","DOIUrl":"10.1016/j.system.2025.103793","url":null,"abstract":"<div><div>This study introduces the Personal Attributes for Self-Directed AI Learning (PA-SDA) Scale. This 44-item instrument measures key personal attributes of language learners who use generative AI tools, such as ChatGPT. An initial pool of items was constructed through an extensive literature review, pilot testing, and expert review. We validated the scale with 699 global language learners, and the sample was divided into two independent subsamples for exploratory and confirmatory factor analyses to achieve cross-validation of the factorial structure. The final scale comprises five primary constructs: Attitude (perceived usefulness, ease of use, understanding limitations), Strategy Use (behavioral, cognitive/meta-cognitive, overall), Motivation, Self-efficacy, and Resource Use. Each primary construct contains subconstructs. The PA-SDA scale represents the first validated instrument for measuring personal attributes in AI-integrated SDL contexts, advancing theory by operationalizing qualitative insights, providing researchers with a reliable assessment tool, and offering educators means to evaluate learners’ AI-learning readiness.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103793"},"PeriodicalIF":5.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750557","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

Developing high-quality, practical, and ethical automated L2 speaking assessments 开发高质量、实用、合乎道德的第二语言口语自动评估

IF 5.6 1区文学

System Pub Date : 2025-07-29 DOI: 10.1016/j.system.2025.103796

Nivja H. de Jong , Stephan Raaijmakers , Dineke Tigelaar

{"title":"Developing high-quality, practical, and ethical automated L2 speaking assessments","authors":"Nivja H. de Jong , Stephan Raaijmakers , Dineke Tigelaar","doi":"10.1016/j.system.2025.103796","DOIUrl":"10.1016/j.system.2025.103796","url":null,"abstract":"<div><div>To foster second language (L2) learners’ speaking abilities, practicing speaking regularly is necessary, including regular assessments and individual feedback to learners. However, in current classroom settings, practicing and assessing speaking are often neglected. For teachers, it is particularly hard to provide individualized feedback on speaking, speaking being a loud and transient phenomenon. Additionally, recording speech and thus providing individual assessments and feedback based on recordings is highly time-consuming. Therefore, to alleviate the amount of work needed for individual assessments, teachers and learners would be helped with automated speaking assessments. In this paper, we first describe the requirements for high-quality, practical, and ethical tools for automated scoring of and feedback on L2 speaking performances. Subsequently, we describe and evaluate existing tools of automated L2 speaking assessment. We conclude that none of the described tools meet all the identified requirements. Combining insights from the AI-based assessment framework (Fang et al., 2023) with an educational design approach, we offer recommendations intended to guide computational linguists together with researchers and practitioners in education and assessment on how to successfully integrate computational research with educational design. The goal of such future research is to develop generative AI (GenAI)-based systems that are technically sound, ethically responsible, and likely to be adopted in educational practice.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"134 ","pages":"Article 103796"},"PeriodicalIF":5.6,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780606","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

Can ChatGPT serve as a writing collaborator? Insights from Chinese EFL learners ChatGPT可以作为写作合作者吗？中国英语学习者的见解

IF 4.9 1区文学

System Pub Date : 2025-07-26 DOI: 10.1016/j.system.2025.103775

Yu Huang , Di Wang

{"title":"Can ChatGPT serve as a writing collaborator? Insights from Chinese EFL learners","authors":"Yu Huang , Di Wang","doi":"10.1016/j.system.2025.103775","DOIUrl":"10.1016/j.system.2025.103775","url":null,"abstract":"<div><div>Although integrating generative artificial intelligence chatbots into L2 writing classrooms has grown in recent years, little is known about the nature of student-chatbot collaboration and its impact on students' final writing products. This study investigates how Chinese EFL learners interact with ChatGPT in an argumentative writing task and examines the influence of student-chatbot collaboration on the quality of writing, as well as students' perceptions of ChatGPT as a writing collaborator. Conducted at a tier-one university in China, this study involved nine students with over ten years of English learning experience and upper-intermediate English proficiency. Participants completed an argumentative writing task with ChatGPT, followed by semi-structured interviews. Data from interaction logs, think-aloud protocols, final writing texts, and interviews were qualitatively analysed. Findings revealed a “student-directed, chatbot-mediated” interaction mode, where students actively directed the writing process and used ChatGPT to enhance idea generation, develop arguments, provide evidence, and support language use. ChatGPT also contributed to lexical and syntactic variety, offering feedback on grammar and genre conventions. Students perceived ChatGPT as a helpful tool for inspiring ideas and improving language expression. Compared to peer collaboration, ChatGPT was seen as advantageous due to its advanced language proficiency, extensive knowledge base, and flexibility. However, some students reported challenges, such as difficulties in processing the vast amount of information provided by ChatGPT and frustrations when the chatbot did not fully understand their needs or provided unexpected responses. This study concludes with a discussion on the potential pedagogical implications of integrating chatbots like ChatGPT into L2 writing instruction.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103775"},"PeriodicalIF":4.9,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714260","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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