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Teachers' AI readiness in Chinese as a Foreign Language education: Scale development and validation

IF 4.9 1区文学

System Pub Date : 2025-01-11 DOI: 10.1016/j.system.2025.103597

Nuoen Li , Yu Liang

{"title":"Teachers' AI readiness in Chinese as a Foreign Language education: Scale development and validation","authors":"Nuoen Li , Yu Liang","doi":"10.1016/j.system.2025.103597","DOIUrl":"10.1016/j.system.2025.103597","url":null,"abstract":"<div><div>The rapid development of artificial intelligence (AI) has presented a promising opportunity to enhance educational practices. To promote the integration of AI in Chinese as a Foreign Language (CFL) education, this study adopted Creswell and Plano Clark's (2011) exploratory instrument design model to develop a CFL Teachers' AI Readiness Scale (CFLT-AIRS) for assessing teachers' propensity to embrace AI technologies. The dimensions and corresponding items were developed through in-depth interviews, literature analysis, expert reviews, and a pilot test in sequence. The initial scale was validated through two rounds of data collection for exploratory factor analysis (EFA) (n = 333) and confirmatory factor analysis (CFA) (n = 353), respectively. The results indicated that CFL teachers' AI readiness can be conceptualized from three perspectives: personal assets (<em>AI-TPACK</em> and <em>technological innovativeness</em>), value-cost beliefs (<em>perceived value</em> and <em>perceived cost</em>), and contextual resource evaluations (<em>institutional</em> support and <em>facilitating condition</em>). Based on the developed 23-item AI readiness scale, the nomological validity was further established by exploring the influences of teachers' AI readiness on satisfaction with AI and continuous intention to use AI. The findings offer a clearer conceptual framework for AI readiness from the teachers' perspective and provide valuable insights into the integration of AI in CFL education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103597"},"PeriodicalIF":4.9,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179019","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 latent profile analysis of future selves and grit among multilingual learners: Associations with language learning engagement

IF 4.9 1区文学

System Pub Date : 2025-01-10 DOI: 10.1016/j.system.2024.103590

Shuangjuan Zhan, Shuneng Zhong

{"title":"A latent profile analysis of future selves and grit among multilingual learners: Associations with language learning engagement","authors":"Shuangjuan Zhan, Shuneng Zhong","doi":"10.1016/j.system.2024.103590","DOIUrl":"10.1016/j.system.2024.103590","url":null,"abstract":"<div><div>Following the positive psychology movement and recent call for investigations of languages other than English (LOTE), the current study profiled Chinese multi-language learners’ future selves and grit with a person-centered approach and examined the group differences in their engagement in different target languages. A total of 479 students majoring in LOTE participated in the survey. The results showed that: (1) Chinese undergraduate students majoring in LOTE exhibited significant individual heterogeneity in ideal self, ought-to self, and grit in both LOTE and English learning, with three latent profiles identified: high L2 self-low consistency of interest (<em>Motivated-persistent Group</em>), low L2 self-low consistency of interest (<em>Amotivated Group</em>), and moderate ideal self and persistence of effort (<em>Moderate Group</em>). (2) All three groups showed inter-group differences in agentic and cognitive engagement in English; the <em>Motivated-persistent Group</em> scored higher than the <em>Amotivated Group</em> in emotional and behavioral engagement but the <em>Motivated-persistent Group</em> did not differ from the <em>Moderate Group</em> in these two dimensions. (3) The three groups exhibited similar group differences in different dimensions of engagement in LOTE to those in English learning. The results confirm the consistency of learners' self and grit in their L2 and L3, revealing the importance of individual heterogeneity in language engagement, and providing insights for research in L2 engagement.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103590"},"PeriodicalIF":4.9,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179032","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

Investigating the relationships between listening strategies and speaking performance in integrated listening-to-speak tasks

IF 4.9 1区文学

System Pub Date : 2025-01-10 DOI: 10.1016/j.system.2024.103586

Ying Xu , Mengni Yang , Xiaodong Li

{"title":"Investigating the relationships between listening strategies and speaking performance in integrated listening-to-speak tasks","authors":"Ying Xu , Mengni Yang , Xiaodong Li","doi":"10.1016/j.system.2024.103586","DOIUrl":"10.1016/j.system.2024.103586","url":null,"abstract":"<div><div>Integrated tasks have been increasingly used in language assessments. However, existing research on integrated tasks has emphasized productive skills, specifically writing, while little is known about the interrelationships between listening comprehension and speaking performance in integrated speaking tasks. This study collected empirical data from 210 Chinese EFL learners through a custom-designed questionnaire to investigate listening strategies and their relationships with listening-to-speak task performance. Exploratory factor analysis and reliability analysis of the questionnaire identified five distinct listening strategies: comprehension evaluation (COE), selective attention (SEA), inferencing (INF), preparation (PRE) and fixation (FIX). Correlation analysis revealed significant relationships between the use of five listening strategies and task performance scores. Multiple regression analysis further indicated that three of these strategies are strong predictors of performance across different scoring dimensions. Specifically, COE positively influenced scores in all four dimensions assessed: (1) <em>Grammar, Vocabulary and Expression</em>; (2) <em>Retelling Content</em>; (3) <em>Pronunciation and Intonation</em>; (4) <em>Fluency</em>. Additionally, SEA was found to affect scores in <em>Retelling Content</em> as well as <em>Pronunciation and Intonation</em>. In contrast, FIX had a significantly negative effect on <em>Retelling Content</em>. These findings could improve our understanding of L2 listening strategy use in integrated listening-to-speak tasks and carry implications for L2 listening instruction and assessment.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103586"},"PeriodicalIF":4.9,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179031","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

Mindset profiles and their relationship with self-regulated learning strategy use and English learning achievement: The predictive role of environmental factors

IF 4.9 1区文学

System Pub Date : 2025-01-06 DOI: 10.1016/j.system.2025.103592

Barry Bai , Jiatong Zhang , Jing Wang

{"title":"Mindset profiles and their relationship with self-regulated learning strategy use and English learning achievement: The predictive role of environmental factors","authors":"Barry Bai , Jiatong Zhang , Jing Wang","doi":"10.1016/j.system.2025.103592","DOIUrl":"10.1016/j.system.2025.103592","url":null,"abstract":"<div><div>This study employed a person-centered approach to examining language mindset profiles among Hong Kong primary school students learning English as a foreign language (EFL). A total of 685 Grade 4–5 students completed measures of the growth mindset and fixed mindset toward English learning. Latent profile analysis (LPA) was adopted and four distinct mindset profiles were identified: growth profile, mixed profile, slightly-fixed profile, and fixed profile. These profiles differed in their patterns of the growth and fixed mindset beliefs. Differences across the profiles were then examined in terms of English learning achievement, self-regulated learning (SRL) strategy use, and perceptions of environmental influences on mindset development. Results showed the growth profile had the highest achievement and strategy use, while the fixed profile had the lowest. The mixed profile and the slightly-fixed profile fell between the growth and fixed profiles. The profiles also differed in the students' perceptions of cultural values, community influences, parental practices, and teachers’ practices related to mindsets. Overall, the findings provide insights into the complex and multidimensional nature of language mindsets, and how mindset profiles may relate to learning processes, outcomes, and environmental factors within an EFL context.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103592"},"PeriodicalIF":4.9,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179030","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

In pursuit of pink elephants: Sociocultural Theory and the determination of learning in assessments that support L2 teaching and learning

IF 4.9 1区文学

System Pub Date : 2025-01-04 DOI: 10.1016/j.system.2024.103585

Matthew E. Poehner

{"title":"In pursuit of pink elephants: Sociocultural Theory and the determination of learning in assessments that support L2 teaching and learning","authors":"Matthew E. Poehner","doi":"10.1016/j.system.2024.103585","DOIUrl":"10.1016/j.system.2024.103585","url":null,"abstract":"<div><div>It has long been understood that assessment, beyond purposes such as measuring achievement or assigning scores or grades, has relevance to ongoing teaching and learning. Various formulations for describing the relationship between assessment and teaching/learning have been proposed, including formative assessment, assessment-for-learning, and, more recently, learning-oriented assessment. This paper argues that, despite changes to terminology over the years, it is less clear whether advances have been made in articulating precisely how assessment may function in tandem with teaching to bring about desired learning outcomes. Following a critical overview of trends in assessment research since the 1980s, with particular attention to the L2 field, it is proposed that what has been missing is a coherent theoretical framework that offers insight into L2 development, specifyies how teaching may be organized to promote developmental processes, and provides principles for how assessment can guide instruction. Vygotskian Sociocultural Theory is then put forward as a candidate theory that, rather than offering a new term for describing what teachers do with regard to assessment and how it might relate to learning, brings a perspective that can generate new practices and orient research.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103585"},"PeriodicalIF":4.9,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177737","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

Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching

IF 4.9 1区文学

System Pub Date : 2024-12-30 DOI: 10.1016/j.system.2024.103589

Yumei Fan, Zixin Xie

{"title":"Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching","authors":"Yumei Fan, Zixin Xie","doi":"10.1016/j.system.2024.103589","DOIUrl":"10.1016/j.system.2024.103589","url":null,"abstract":"<div><div>Peer feedback on microteaching is a professional learning process during which student teachers are inevitably confronted with emotional disturbance. Previous research has examined English as a foreign language (EFL) student teachers’ perception of feedback on microteaching, yet their emotional experiences have not been sufficiently explored. To address this gap, this study examined what emotions EFL student teachers experienced and how they regulated their emotions in the context of receiving peer feedback on their microteaching performance. Twenty-two Chinese EFL student teachers were invited and qualitative data were collected from their reflective journals and in-depth interviews. The findings identified 21 specific emotions, categorized into four types based on valence and activation, and further divided into two types based on object focus. Additionally, the study revealed five categories of emotion-regulation strategies, encompassing 12 distinct strategies. The findings provided insights into the emotional landscape of receiving peer feedback on microteaching and offered implications for both teacher educators and preservice English teachers.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103589"},"PeriodicalIF":4.9,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179073","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 effects of three motivational interventions on EFL learners’ L2MSS: A longitudinal perspective

IF 4.9 1区文学

System Pub Date : 2024-12-30 DOI: 10.1016/j.system.2024.103584

Xuejun Ye , Guangwei Hu

{"title":"The effects of three motivational interventions on EFL learners’ L2MSS: A longitudinal perspective","authors":"Xuejun Ye , Guangwei Hu","doi":"10.1016/j.system.2024.103584","DOIUrl":"10.1016/j.system.2024.103584","url":null,"abstract":"<div><div>This paper reports on an empirical investigation into the effects of three motivational interventions on Chinese junior secondary EFL students' L2 motivational self system (L2MSS: ideal L2 self, ought-to L2 self, and L2 learning experience). The study employed a quasi-experimental design with pre-post-delayed questionnaire surveys involving four groups: a control group without motivational training, and three treatment groups receiving either traditional motivational strategies (MSs), vision-based MSs, or a combination of both types of MS. The selection of MSs for the interventions was based on student preferences identified in a pilot study. A total of 391 students completed a questionnaire administered at three time points to gauge changes to their L2MSS. Within-group comparisons indicated that all three motivational treatments significantly improved participants’ L2MSS immediately after the interventions. All three interventions demonstrated sustained effects on the ideal L2 self and the ought-to L2 self, whereas only the combined MS treatment had a lasting impact on the L2 learning experience. Between-groups comparisons revealed that the ideal L2 self was most influenced by vision-based MSs, followed by combined MSs and traditional MSs. The combined MS treatment outperformed the other two treatments in the effects on the ought-to L2 self and the L2 learning experience. The implications and limitations of the study are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103584"},"PeriodicalIF":4.9,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179074","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

Exploring collaborative digital multimodal composition: Interaction patterns and texts in the French as a Foreign Language context

IF 4.9 1区文学

System Pub Date : 2024-12-29 DOI: 10.1016/j.system.2024.103583

Miriam Akoto , Mimi Li

{"title":"Exploring collaborative digital multimodal composition: Interaction patterns and texts in the French as a Foreign Language context","authors":"Miriam Akoto , Mimi Li","doi":"10.1016/j.system.2024.103583","DOIUrl":"10.1016/j.system.2024.103583","url":null,"abstract":"<div><div>Informed by sociocultural theory, this study investigates the interaction patterns of three small groups of French as a Foreign Language (FL) students engaged in a collaborative digital multimodal writing task, and how these patterns relate to the final products. The task involved students creating digital postcards using Google Docs. Triangulated data sources included screencast recordings, Google Docs history records, and the students’ multimodal texts. Interactional patterns were examined based on the constructs of equality and mutuality, through the analyses of language functions (reflected in content and task negotiation, language-related episodes, and genre-related episodes) and writing change functions. Data analysis revealed three main patterns: collectively contributing/mutually supportive, dominant/withdrawn/cooperative, and active/passive. The overall quality of the postcards was assessed according to a grading rubric that evaluated content, language, and multimodal design, supplemented with the evaluation of accuracy and fluency. Results indicated that the small group displaying balanced, mutually supportive interaction produced a high-quality postcard, characterized by high accuracy and creative use of multimodal elements. In contrast, the group with low equality and mutuality produced a low-quality product. This paper ends with pedagogical insights and research directions.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103583"},"PeriodicalIF":4.9,"publicationDate":"2024-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179033","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

AI-generated storytelling for socially just EFL pedagogy: Exploring learner emotions through Fraser's justice theory

IF 4.9 1区文学

System Pub Date : 2024-12-28 DOI: 10.1016/j.system.2024.103588

Akram Ramezanzadeh , Saman Ebadi

{"title":"AI-generated storytelling for socially just EFL pedagogy: Exploring learner emotions through Fraser's justice theory","authors":"Akram Ramezanzadeh , Saman Ebadi","doi":"10.1016/j.system.2024.103588","DOIUrl":"10.1016/j.system.2024.103588","url":null,"abstract":"<div><div>This study explored the emotional trajectories of Iranian language learners through AI-powered storytelling tasks to reveal how their emotional narratives facilitated the adoption of socially just practices, as viewed through Fraser's (2009) integrated theory of social justice. Twelve female language learners at the intermediate level participated in the study. They were invited to share their stories through both big and small stories, which were then thematically analyzed, using hermeneutic phenomenology. This study utilized hybrid thematic analysis, which combined inductive and deductive thematic analysis processes. Three themes were extracted: a) emotional discomfort through AI-generated troubled knowledge, b) open vulnerability as a possibility for social justice, and c) caring as a space for peacebuilding. As findings indicated, AI-powered storytelling offered a space for the pedagogy of discomfort focusing on emotions such as shame and anger, post-liberal enactment of vulnerability as an ontological turn in ELT, and caring as a peacebuilding practice for cultivating inclusive and anti-oppressive global citizenship in language teaching. Generating uneasiness through discomforting emotions was found to be a practice for decolonizing ELT through witnessing. Beyond components of participatory parity, findings confirmed that social justice and peace are inextricably linked in the context of ELT offered by AI-powered tasks.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103588"},"PeriodicalIF":4.9,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177740","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

Mediating factors in telecollaborative exchanges among secondary-school global partners

IF 4.9 1区文学

System Pub Date : 2024-12-28 DOI: 10.1016/j.system.2024.103582

Veronica G. Sardegna , Eliana Berardo , Carolina Salazar

{"title":"Mediating factors in telecollaborative exchanges among secondary-school global partners","authors":"Veronica G. Sardegna , Eliana Berardo , Carolina Salazar","doi":"10.1016/j.system.2024.103582","DOIUrl":"10.1016/j.system.2024.103582","url":null,"abstract":"<div><div>This study explores aspects of the teaching context, task design, and implementation that mediated learning in a telecollaboration exchange. Participants were 24 secondary school learners of English as a foreign language in Mar del Plata, Argentina, involved in an eight-week-long telecollaboration project with middle-school learners of Spanish as a foreign language in Pittsburgh, United States. The project consisted of eleven tasks assigned in four structured stages: preparatory, getting-to-know-each-other, peer-feedback collaboration, and reflection on learning. Data from participants' weekly reflections, text messages via learning apps, activity trackers, and two anonymous questionnaires indicated that, despite its challenges, the telecollaboration project was perceived as a valuable language and intercultural learning experience. An inductive content analysis of students' reflections revealed the dynamic evolution of eight themes indicating students' perceptions of learning opportunities and challenges throughout the project. The results suggested four factors related to the instructional design that positively mediated students’ perceptions of learning and their intercultural learning experience. They also provided valuable insights regarding the expectations, needs, and wants of adolescents during intercultural telecollaboration projects and what teachers can do to enhance their learning through task design.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103582"},"PeriodicalIF":4.9,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179082","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