IF 4.9 1区文学

System Pub Date : 2025-02-13 DOI: 10.1016/j.system.2025.103622

Gabriel Michaud (Assistant Professor) , Kim McDonough

{"title":"Task-based language teaching and the timing of written corrective feedback: The role of language aptitude and working memory","authors":"Gabriel Michaud (Assistant Professor) , Kim McDonough","doi":"10.1016/j.system.2025.103622","DOIUrl":"10.1016/j.system.2025.103622","url":null,"abstract":"<div><div>Immediate written corrective feedback (CF) is increasingly popular in second language (L2) classrooms because it allows teachers to provide CF to students while they are writing (Aubrey & Shintani, 2021). However, this can increase cognitive load as students process CF while writing (Kellogg, 1996). Research indicates that working memory's role varies with different types of CF (Li & Roshan, 2019). Grounded in Task-Based Language Teaching, which emphasizes meaningful communication and task engagement (Ellis, 2003), this study examined the influence of working memory and language aptitude on the effectiveness of immediate and delayed CF during collaborative writing tasks. Seventy-six university students learning French as an L2 participated in two collaborative writing tasks under three conditions, focusing on the French past tense. The first group received immediate written CF with metalinguistic comments during writing, the second received the same CF one week later, and the third, a task-only group, did not receive any CF. Furthermore, students individually wrote three texts as pretests, immediate posttests, and delayed posttests, and completed the LLAMA F test for language aptitude and a backwards digit span task for working memory. Results indicated that working memory predicted posttest performance only for the immediate CF group. For the delayed CF group, higher language aptitude negatively predicted posttest performance.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103622"},"PeriodicalIF":4.9,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446016","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 : 2025-02-13 DOI: 10.1016/j.system.2025.103614

Zheng Gu , Xuesong (Andy) Gao

引用次数: 0

If only I had selected a different job: Exploring causes, consequences, and profiles of language teacher regret

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103624

Fattaneh Alirezaei Alavijeh, Nourollah Zarrinabadi

引用次数: 0

Strengthening the nexus of research and practice in CELTA pronunciation instruction

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103623

Arizio M. Sweeting, Michael D. Carey

引用次数: 0

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103615

Shiyuan Wen, Yue Zhang

引用次数: 0

Exploring language teacher roles at a higher education context through the lens of critical pedagogy: Transmission or transformation?

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103613

Büşra Müge Özdil , Emre Debreli

{"title":"Exploring language teacher roles at a higher education context through the lens of critical pedagogy: Transmission or transformation?","authors":"Büşra Müge Özdil , Emre Debreli","doi":"10.1016/j.system.2025.103613","DOIUrl":"10.1016/j.system.2025.103613","url":null,"abstract":"<div><div>This study explores assumed and practiced roles of language teachers at a higher education institute based on Kumaravadivelu's (2003) categorization of teachers as passive technicians, reflective practitioners, and transformative intellectuals. It dwells on the characteristics of the language teachers’ teaching philosophies along with these views' translation into practice. The extent to which the teaching philosophies of the participants and their classroom reality correspond to each other has also been focused on. Data were collected from ten language instructors through reflection journals, classroom observations, field notes, and semi-structured interviews. The findings revealed that the instructors took over diverse roles in their teaching philosophies and relevant practices. While their teaching philosophies can be linked to the reflective practitioner understanding predominantly, their daily reality showed several tendencies to the role of passive technicians. There are also a few areas where there is firm agreement with the role of passive technicians, which can be categorized as engaging in research and power distribution in the classroom.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103613"},"PeriodicalIF":4.9,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388000","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

A scoping review of studies in informal second language learning: Trends in research published between 2000 and 2020

IF 4.9 1区文学

System Pub Date : 2025-02-11 DOI: 10.1016/j.system.2024.103541

Meryl Kusyk , Henriette L. Arndt , Marlene Schwarz , Kossi Seto Yibokou , Mark Dressman , Geoffrey Sockett , Denyze Toffoli

{"title":"A scoping review of studies in informal second language learning: Trends in research published between 2000 and 2020","authors":"Meryl Kusyk , Henriette L. Arndt , Marlene Schwarz , Kossi Seto Yibokou , Mark Dressman , Geoffrey Sockett , Denyze Toffoli","doi":"10.1016/j.system.2024.103541","DOIUrl":"10.1016/j.system.2024.103541","url":null,"abstract":"<div><div>In recent years, research interest in second language use and acquisition beyond the classroom has grown considerably. However, terminological confusion and definitional differences have made it difficult to compare findings and discover trends across studies, and more broadly synthesise new insights and developments. Therefore, this scoping review is intended to provide an overview of when, where, why, and how research on informal language learning (ISLL) research has evolved between 2000 and 2020. We select, describe, and synthesise 206 publications in order to summarise key issues in the theoretical and empirical ISLL literature during this time. We explore the variables, learner populations, and languages that have been studied; research designs, methodological and analytical approaches; and the theoretical frameworks and terminology which have been employed to describe ISLL and situate it within the broader field of second language acquisition (SLA). We synthesise findings related to students’ engagement in ISLL and its relationship to developing language proficiency as well as to variables such as learner characteristics, motivation and affective factors. We discuss suggested applications of these findings for pedagogy and broader SLA research, and conclude by reflecting on current issues in the existing ISLL literature while also considering areas for potential future development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103541"},"PeriodicalIF":4.9,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143379070","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

GenAI as a translation assistant? A corpus-based study on lexical and syntactic complexity of GPT-post-edited learner translation

IF 4.9 1区文学

System Pub Date : 2025-02-10 DOI: 10.1016/j.system.2025.103618

Ho Ling Kwok, Yining Shi, Han Xu, Dechao Li, Kanglong Liu

{"title":"GenAI as a translation assistant? A corpus-based study on lexical and syntactic complexity of GPT-post-edited learner translation","authors":"Ho Ling Kwok, Yining Shi, Han Xu, Dechao Li, Kanglong Liu","doi":"10.1016/j.system.2025.103618","DOIUrl":"10.1016/j.system.2025.103618","url":null,"abstract":"<div><div>The advent of generative artificial intelligence (GenAI) models, most notably ChatGPT in late 2022, marked a significant milestone in AI development, attracting widespread attention from various research fields. Among its emerging applications, GenAI demonstrates potential in translation education. This study examines the role of GenAI as a post-editing assistant in learner translation by comparing the lexical and syntactic complexity of second language (L2) translations produced by Hong Kong students, with and without post-editing by GPT. The analysis revealed that GPT post-editing improved lexical complexity in learner translations, though its effect on syntactic complexity was inconsistent. While GPT post-editing resulted in longer clauses, more complex nominals, and an increased use of coordinate phrases, non-edited translations featured greater subordination and more verbal structures. These findings suggest that GenAI holds promise in enhancing translation practice but also highlight the need for critical AI literacy to ensure effective use in translation education, particularly in advancing students’ linguistic and instrumental competence.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103618"},"PeriodicalIF":4.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420375","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

“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college

IF 4.9 1区文学

System Pub Date : 2025-02-10 DOI: 10.1016/j.system.2025.103617

Luyao Li , Yingshan Hu

{"title":"“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college","authors":"Luyao Li , Yingshan Hu","doi":"10.1016/j.system.2025.103617","DOIUrl":"10.1016/j.system.2025.103617","url":null,"abstract":"<div><div>This study examines the motivation of English language teachers (ELTers) in a higher vocational college in southeast China. Although teacher motivation has attracted growing academic attention, much of the existing literature adopts reductionist approaches, categorising motivation into fixed types rather than embracing a holistic and ecological perspective. Furthermore, non-degree vocational college English teachers remain an underexplored group in this field. In response, this study utilises Bronfenbrenner's ecological systems theory (1979) alongside the Possible Language Teacher Self theory (Kubanyiova, 2009) to explore the motivation of higher vocational college ELTers through life-story narratives. Data were collected from two female ELTers using multiple sources, including life-story interviews, follow-up interviews, and WeChat chat logs and Moments. The findings offer a nuanced perspective on ELTers' motivation, highlighting its dynamic nature as an interaction between individual agency and broader contextual forces. This study emphasises the need to move beyond simplistic conceptualisations and advocates for comprehensive support measures for higher vocational college ELTers. The insights contribute to the broader discourse on teacher motivation and have significant implications for educational policies on teacher retention across various levels and disciplines.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103617"},"PeriodicalIF":4.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388002","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

Recognizing the artificial: A comparative voice analysis of AI-Generated and L2 undergraduate student-authored academic essays

IF 4.9 1区文学

System Pub Date : 2025-02-07 DOI: 10.1016/j.system.2025.103611

Elisha L. Nañola, RG L. Arroyo, Nicole Jazz T. Hermosura, Mark Ragil, Janen Nicole U. Sabanal, Henelsie B. Mendoza

{"title":"Recognizing the artificial: A comparative voice analysis of AI-Generated and L2 undergraduate student-authored academic essays","authors":"Elisha L. Nañola, RG L. Arroyo, Nicole Jazz T. Hermosura, Mark Ragil, Janen Nicole U. Sabanal, Henelsie B. Mendoza","doi":"10.1016/j.system.2025.103611","DOIUrl":"10.1016/j.system.2025.103611","url":null,"abstract":"<div><div>Recent developments in AI content generation software have rendered human-authored texts indiscernible from AI-generated ones. This progression introduced challenges in the academic field, raising concerns over the devaluation of academic integrity. As an inevitable aspect of written texts and an indicator of writing identity, authorial voice is a potential distinguishing factor between both text types. Given this, the researchers examined the differences in the authorial voice of student-written and AI-generated essays using 12 student-written academic essays and 12 AI-generated academic essays. The samples were coded and analyzed using Lehman and Sułkowski's (2020) Voice Analytic Rubric. The findings revealed that Collective (C) voice was the dominant voice in student-written essays whereas AI-generators primarily employed Individual (I) voice. Further comparison and closer analysis showed that: a) I-voice is not the consistent dominant textual identity for AI-generated texts; b) AI-generated text is closer to an expert's writing whereas student-written are closer to a novice's; and c) the writing style of AI-generated texts lean toward predictability. These findings contribute to understanding students' authorial voice construction vis-a-vis the relatively underexplored authorial voice of large language systems.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103611"},"PeriodicalIF":4.9,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143349073","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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