IF 4.9 1区文学

System Pub Date : 2025-03-17 DOI: 10.1016/j.system.2025.103653

Paolo Delogu , Vincent Greenier

{"title":"Student-teachers’ conceptualisations of culture and attitudes towards transcultural pedagogies and materials in ELT","authors":"Paolo Delogu , Vincent Greenier","doi":"10.1016/j.system.2025.103653","DOIUrl":"10.1016/j.system.2025.103653","url":null,"abstract":"<div><div>With ever-increasing globalisation, intercultural communication has become a familiar everyday occurrence for many individuals, requiring a move beyond pedagogical approaches to culture which eschew static conflations of culture, language, and nationality that may lead to essentialism and stereotyping. The Global Englishes paradigm problematises the ownership of English by framing it as a global language without predetermined reference cultures or speech communities, noting that the implementation of nuanced intercultural approaches remains limited, a fact evident in, and partly the result of, the way commercially available coursebooks portray intercultural communication. Using Baker's framework for transcultural awareness (Baker, 2015a, 2022; Baker and Ishikawa, 2021), this study explores the cultural conceptualisations of student-teachers of English and their attitudes regarding the portrayal of culture and intercultural communication in a widely used, commercially available English language coursebook and materials adapted to represent a transcultural pedagogical approach. Descriptive statistics and both deductive and inductive procedures of qualitative analysis have been used to interpret questionnaire and focus group data collected from student-teachers enrolled in a UK-based MSc TESOL programme. Findings reveal that despite some attachment to nation-bound and static cultural conceptualisations, participants could appreciate more nuanced approaches to intercultural communication. Nevertheless, various barriers to the implementation of such approaches were identified, showing that teachers' attitudes may be overruled by contextual constraints and the complexity of transcultural awareness. By exploring the compatibility of scholarly proposals for transcultural pedagogies with the attitudes of future practitioners, the study provides important implications for teacher education and suggests directions for future research.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103653"},"PeriodicalIF":4.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143636940","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 configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach 情绪对中国英语学习者交流意愿的影响：一种fsQCA方法

IF 4.9 1区文学

System Pub Date : 2025-03-17 DOI: 10.1016/j.system.2025.103649

Miaoyu Lu

{"title":"A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach","authors":"Miaoyu Lu","doi":"10.1016/j.system.2025.103649","DOIUrl":"10.1016/j.system.2025.103649","url":null,"abstract":"<div><div>The emotional turn in second language acquisition has prompted increased attention to the role of emotions in willingness to communicate (WTC). However, research on the coexistence of multiple emotions remains limited. This study endeavors to bridge this gap by investigating how three positive (i.e. enjoyment, pride, and hope) and four negative emotions (i.e. anxiety, shame, hopelessness, boredom) combine to influence WTC. Fuzzy-set qualitative comparative analysis was employed to analyze questionnaire data collected from 375 college students learning English as a foreign language in China. The results showed that no emotion acted as a necessary condition in predicting WTC independently. Four emotional configurations were identified to lead to WTC, suggesting that multiple emotions combined in a diverse way to activate WTC. Additionally, the results implied a pronounced influence of the existence of positive emotions on WTC. This study contributes to the existing knowledge by revealing the subtle emotional mechanisms beneath WTC through a configurational approach. The findings underscore the need for instructors to attend to learners’ varied emotional profiles and nurture positive emotions. Teachers are advised, for instance, to incorporate reflective journaling or apply emotion regulation strategies (e.g. reappraisal) to gain insight into and cultivate students’ WTC-inducing emotional states in class.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103649"},"PeriodicalIF":4.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143636939","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

Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents 内隐统计学习和工作记忆预测青少年英语发展和写作任务结果

IF 4.9 1区文学

System Pub Date : 2025-03-15 DOI: 10.1016/j.system.2025.103656

Diana Pili-Moss , Phillip Hamrick , Katharina Wendebourg , Torben Schmidt , Detmar Meurers

{"title":"Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents","authors":"Diana Pili-Moss , Phillip Hamrick , Katharina Wendebourg , Torben Schmidt , Detmar Meurers","doi":"10.1016/j.system.2025.103656","DOIUrl":"10.1016/j.system.2025.103656","url":null,"abstract":"<div><div>Investigating the relationship between cognitive individual differences and second language learning has been central to second language acquisition research conducted in controlled laboratory conditions and in educational instructed contexts. However, not much research to date has simultaneously explored the role of multiple cognitive abilities for L2 development or task outcomes in educational environments. In the present study, 77 secondary-school EFL learners engaged in intensive digital practice of direct questions, alongside regular classroom instruction, for a period of two and a half weeks. They completed digital pretests and, at the end of the instruction and practice period, were administered digital posttests and a pen-and-paper communicative written task. Measures of the learners’ declarative memory, implicit statistical learning and working memory capacity were taken. Mixed-effect and multiple regression models revealed that a positive interaction between implicit statistical learning and working memory capacity predicted both posttest scores and task outcomes, whereas declarative memory did not significantly relate to either measure. It is suggested that the synergetic relationship between implicit statistical learning and working memory capacity may be key to the process of updating morphosyntactic representations of direct questions with positive effects for both L2 development and use.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103656"},"PeriodicalIF":4.9,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643815","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

NLP-based analysis of verb semantic cohesion in L2 writing: Interaction of genre and proficiency on verb networks 基于nlp的二语写作动词语义衔接分析：类型与动词网络熟练度的相互作用

IF 4.9 1区文学

System Pub Date : 2025-03-14 DOI: 10.1016/j.system.2025.103657

Hyunwoo Kim, Woonhyung Chung, Heechung Nam

{"title":"NLP-based analysis of verb semantic cohesion in L2 writing: Interaction of genre and proficiency on verb networks","authors":"Hyunwoo Kim, Woonhyung Chung, Heechung Nam","doi":"10.1016/j.system.2025.103657","DOIUrl":"10.1016/j.system.2025.103657","url":null,"abstract":"<div><div>Natural language processing (NLP) is a computer-based approach to linguistic analysis that applies algorithmic techniques to textual data, enabling the extraction of complex patterns and the examination of language structures. In second language (L2) writing research, NLP techniques have facilitated increasingly sophisticated analyses of semantic features, extending beyond traditional structural measures to capture deeper mechanisms of meaning construction. While previous studies have explored various dimensions of L2 writing through NLP-based approaches, less attention has been given to how genre influences semantic cohesion, particularly in verb usage. This study investigates genre effects on verb semantic cohesion in L2 writing, using an NLP-based semantic network analysis of narrative and argumentative essays written by higher- and lower-proficiency L2 learners. The semantic network analysis identifies how verbs function as semantic anchors within constructions, illuminating cohesion patterns that reflect writers’ conceptual organization. Results indicated that higher-proficiency writers demonstrated stronger semantic cohesion and more sophisticated verb usage in argumentative essays, characterized by denser and more interconnected verb networks. In contrast, their narrative essays showed less complex networks with concrete action verbs. Lower-proficiency writers exhibited less pronounced differentiation between genres, relying on a restricted range of verbs across both types of writing. These findings suggest that advanced L2 writing proficiency is marked by the ability to adapt verb usage to genre-specific demands, aligning with usage-based approaches to language learning. These findings are discussed in light of their potential implications for L2 writing instruction and assessment, emphasizing the importance of considering semantic cohesion and genre-appropriate verb usage.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103657"},"PeriodicalIF":4.9,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620596","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

Language teachers as pedagogical designers in technology-mediated language education 语言教师作为技术中介语言教育的教学设计师

IF 4.9 1区文学

System Pub Date : 2025-03-13 DOI: 10.1016/j.system.2025.103662

Ting Liu, Zhipeng Zhang

引用次数: 0

IF 4.9 1区文学

System Pub Date : 2025-03-13 DOI: 10.1016/j.system.2025.103651

Wen Zhao

引用次数: 0

University language teachers' scholarship of teaching and learning in a virtual professional learning community 虚拟专业学习社区中高校语文教师的教与学研究

IF 4.9 1区文学

System Pub Date : 2025-03-12 DOI: 10.1016/j.system.2025.103658

Weijia Yang

{"title":"University language teachers' scholarship of teaching and learning in a virtual professional learning community","authors":"Weijia Yang","doi":"10.1016/j.system.2025.103658","DOIUrl":"10.1016/j.system.2025.103658","url":null,"abstract":"<div><div>Scholarship of teaching and learning (SoTL), a concept that establishes research-teaching nexus, has emerged as a global movement to foster teacher learning in higher education over the last three decades. Grounded in SoTL conceptual framework with critically reflective inquiry, this study explored how a group of university English language teachers engaged in critical dialogues, collaborative lesson study and self-initiated research engagement in a virtual professional learning community. A netnography approach was adopted to collect various forms of data, including participant observations of online meetings, online semi-structured interviews, and documented online exchanges. A hermeneutic approach was taken to data analysis. The study identified a four-dimension SoTL mechanism of teacher learning and knowledge-building activities. The findings reveal that this mechanism nurtured teachers' inquiry mindset, enhanced collaborative inquiry, facilitated the implementation of changes in praxis and enabled their emancipation in the SoTL community. The study contributes to the research on SoTL practice and builds on existing understandings of the nexus between research and teaching. It also highlights the importance of the interplay between individual and collaborative research endeavours as effective means to facilitate teachers' inquiry-based learning in an expanded virtual community of peers.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103658"},"PeriodicalIF":4.9,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143724557","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 a pre-service primary English teacher's development in teaching L2 pragmatics: Knowledge, beliefs, and perceived challenges 追踪职前小学英语教师在第二语言语用学教学中的发展：知识、信念和感知挑战

IF 4.9 1区文学

System Pub Date : 2025-03-11 DOI: 10.1016/j.system.2025.103655

Karen Glaser , Alicia Martínez-Flor

{"title":"Tracing a pre-service primary English teacher's development in teaching L2 pragmatics: Knowledge, beliefs, and perceived challenges","authors":"Karen Glaser , Alicia Martínez-Flor","doi":"10.1016/j.system.2025.103655","DOIUrl":"10.1016/j.system.2025.103655","url":null,"abstract":"<div><div>Answering the call for greater inclusion of pragmatics into language teacher education (Glaser, 2018) as well as for increased empirical research to support this inclusion (Schauer, 2022a), this study traces a pre-service teacher's development while planning and implementing a pragmatic unit in Primary English Language Teaching (PELT) classrooms in Germany. Following the reiterative structure of Design-Based Research, the trainee developed and delivered two 45-min lessons on suggestions to nine-to-eleven-year-olds, which were video-recorded and revised for reimplementation in a parallel class. This paper documents the trainee's professional development and pedagogical reasoning (Loughran, 2019) in terms of knowledge and beliefs, as elicited in four semi-structured interviews conducted at project beginning, after the first and second implementation, and upon project completion. The qualitative thematic analysis of the four interviews shows how the trainee teacher gained in pedagogical content knowledge (Shulman, 1986) as well as confidence and developed a more positive stance towards the teaching of L2 pragmatics to young learners. The study also sheds light on other needs for pedagogical training (instruction giving, language of instruction) that interact with teaching L2 pragmatics, and derives implications for teacher education that serve to enable pre-service teachers to teach pragmatics confidently in the primary English classroom.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103655"},"PeriodicalIF":4.9,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643813","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

Timing of corrective feedback in mobile instant messaging: An exploratory study of L2 Modern Greek learners’ perceptions 手机即时通讯中纠正反馈的时机：二语现代希腊语学习者感知的探索性研究

IF 4.9 1区文学

System Pub Date : 2025-03-06 DOI: 10.1016/j.system.2025.103591

Maria Andria

{"title":"Timing of corrective feedback in mobile instant messaging: An exploratory study of L2 Modern Greek learners’ perceptions","authors":"Maria Andria","doi":"10.1016/j.system.2025.103591","DOIUrl":"10.1016/j.system.2025.103591","url":null,"abstract":"<div><div>Mobile instant messaging (MIM) applications such as WhatsApp have been established as important pedagogical tools for extending foreign language (L2) learning and practice beyond the classroom, increasing students' exposure to the L2, promoting interaction, and providing corrective feedback (CF). Despite CF being extensively studied in face-to-face classrooms, its exploration in MIM contexts is limited. This study investigated student perceptions about CF provided through MIM in two timing modalities: post-task and during-task. More specifically, it explored the experience of an intact group of 10 adult L2 intermediate learners of Modern Greek in Barcelona, Spain, who received a five-week pedagogical intervention through WhatsApp as an extension of their online course. Learners participated in a series of communicative activities and received CF in the two modalities. The WhatsApp chat (1074 messages in total) was analyzed to offer a holistic view of the students' participation and interaction. Participants’ perceptions of CF, gathered through questionnaires and semi-structured interviews, indicated a positive attitude towards using WhatsApp and a strong appreciation for the CF. Overall, the students preferred the during-task feedback, even though they recognized that both modalities were useful. The study concludes by discussing the pedagogical implications and challenges of CF in MIM for language learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103591"},"PeriodicalIF":4.9,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551702","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 effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words 阅读前形态干预对词形复杂词汇习得和记忆的影响

IF 4.9 1区文学

System Pub Date : 2025-03-06 DOI: 10.1016/j.system.2025.103641

Xin Yuan, Xuan Tang

引用次数: 0

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