IF 5.6 1区文学

System Pub Date : 2025-07-26 DOI: 10.1016/j.system.2025.103789

Marina Bendtsen, Liselott Forsman

{"title":"Exploring student engagement as a nexus for integrating theory and practice in language teacher education","authors":"Marina Bendtsen, Liselott Forsman","doi":"10.1016/j.system.2025.103789","DOIUrl":"10.1016/j.system.2025.103789","url":null,"abstract":"<div><div>Action research (AR) has been suggested as a tool in teacher education for bridging the theory–practice gap. This study, set in Finland, explores how the theoretical framework of student engagement integrated into small-scale AR-based projects can be used to strengthen the nexus between theory and practice in language teacher education. Five student teachers partook in the study. Data consist of tasks connected to student engagement included in their study programme: initial teacher profiles, written reflections from their teaching practice, a project plan and poster based on their small-scale AR project, and a final group discussion. Findings are reported through narrative analysis. The findings show that the AR projects provided valuable opportunities for applying the theoretical framework of student engagement in practice, while also furthering the student teachers' understanding of the concept. Additionally, the benefits of repeatedly including the framework in connection to various tasks throughout the 20-week semester proved to be an important scaffold. This consistency in combination with a coherence between the university and practice school settings provided additional scaffolding. Challenges in relation to student teachers’ ability to apply the theoretical framework seemed connected to their current level of development on their journey to becoming teachers.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103789"},"PeriodicalIF":5.6,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144722228","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

Quality and predictors of L2 digital multimodal composition: Mixed-methods study L2数字多模态作曲的质量和预测因素：混合方法研究

IF 4.9 1区文学

System Pub Date : 2025-07-25 DOI: 10.1016/j.system.2025.103787

Matthew Herzog, Jeong-eun Kim, Eonjoo Park

{"title":"Quality and predictors of L2 digital multimodal composition: Mixed-methods study","authors":"Matthew Herzog, Jeong-eun Kim, Eonjoo Park","doi":"10.1016/j.system.2025.103787","DOIUrl":"10.1016/j.system.2025.103787","url":null,"abstract":"<div><div>Investigations pertaining to digital multimodal composition (DMC) in second language (L2) learning is expanding. However, focus on the quality of L2 learners’ DMC products in content-area courses as well as the variables influencing DMC quality is limited. This mixed-methods study aims to fill this gap by identifying the measurable characteristics of DMC quality and testing predictor variables. Thirty-three South Korean college students enrolled in an L2 literature course were instructed to individually create a DMC blog post over two weeks by thematically analyzing a stage play. Additionally, they completed a questionnaire to measure their digital literacy and an English writing task to assess their L2 writing proficiency. The DMC quality was evaluated using an analytic rubric. Cluster analysis revealed two distinct groups in terms of DMC quality, with significant differences between them. Qualitative analysis confirmed this variation. Stepwise regression analysis considering predictor variables such as digital literacy, L2 writing proficiency, and gender, showed that both digital literacy and L2 writing proficiency significantly contributed to DMC quality. These findings offer valuable pedagogical insights for enhancing L2 teaching practices using DMC.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103787"},"PeriodicalIF":4.9,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703072","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

EFL teachers’ generative artificial intelligence (GenAI) literacy: A scale development and validation study 英语教师生成式人工智能素养：规模开发与验证研究

IF 4.9 1区文学

System Pub Date : 2025-07-25 DOI: 10.1016/j.system.2025.103791

Yongliang Wang , Ali Derakhshan , Farhad Ghiasvand

{"title":"EFL teachers’ generative artificial intelligence (GenAI) literacy: A scale development and validation study","authors":"Yongliang Wang , Ali Derakhshan , Farhad Ghiasvand","doi":"10.1016/j.system.2025.103791","DOIUrl":"10.1016/j.system.2025.103791","url":null,"abstract":"<div><div>The application of Generative Artificial Intelligence (GenAI) in second language education (L2) has recently drawn significant scholarly attention. Nonetheless, in the context of English as a foreign language (EFL), the fundamental dimensions of GenAI literacy and its psychometric properties remain poorly defined. Without clarifying the factor structures and dimensionality of GenAI literacy, EFL teachers face challenges in effectively leveraging GenAI in their teaching. To address this gap, our study aimed to develop and validate a GenAI literacy scale for the Chinese EFL context, involving 603 EFL teachers. Specifically, a tentative scale comprising 38 five-point Likert items was administered to participants. Through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), the final scale was refined, evincing 32 items categorized into five dimensions: “<em>GenAI Knowledge</em>”, “<em>GenAI Use</em>”, “<em>GenAI Evaluation</em>”, “<em>GenAI Design</em>”, and “<em>GenAI Ethics</em>”. Moreover, statistical analysis also verified the scale's convergent validity and reliability in measuring the construct of GenAI literacy. We anticipate that this EFL teachers' GenAI literacy scale will guide teachers and teacher educators in enhancing GenAI capabilities for professional growth. It can also inspire them to innovate teaching with AI tools, thereby offering them fresh insights into GenAI literacy and its sub-components in the rapidly evolving landscape of AI-integrated EFL education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103791"},"PeriodicalIF":4.9,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711735","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

Students’ development of AI metacognitive awareness in an EAP course: A qualitative inspection through the Experiential Learning Theory EAP课程中学生人工智能元认知意识的发展：体验学习理论的定性检验

IF 5.6 1区文学

System Pub Date : 2025-07-24 DOI: 10.1016/j.system.2025.103790

Yangyu Xiao, Xiaohua Liu, Yao Yao

{"title":"Students’ development of AI metacognitive awareness in an EAP course: A qualitative inspection through the Experiential Learning Theory","authors":"Yangyu Xiao, Xiaohua Liu, Yao Yao","doi":"10.1016/j.system.2025.103790","DOIUrl":"10.1016/j.system.2025.103790","url":null,"abstract":"<div><div>While metacognitive awareness is crucial for students to utilise AI tools strategically and critically, little research has been conducted to investigate this in the AI-empowered learning context. The present study examined this critical issue through collecting reflective journals and interview data from 23 students enrolled in an EAP course at a Chinese university. Drawing on the Experiential Learning Theory, which delineates how learners adapt and build new knowledge and skills through concrete experience, reflective observation, abstract conceptualisation, and active experimentation, this study found that students engaged with AI tools in a dynamic, iterative, and critical process when completing three course assignments. Through such engagement, they reflected on the effectiveness of specific tools and strategies and conceptualised AI’s utility in providing different types of assistance, culminating into the development of both specific and integrated, abstract metacognitive knowledge about when, where, why, and how to use AI in their learning. Such complex, interconnected knowledge was found to have further influenced their AI use through purposefully planning, exploring, monitoring, evaluating, and adjusting their AI strategies. The study also disclosed a generally negative perceived impact of AI use on language development, indicating the potentially detrimental effect of instrumental motivation for AI use. These findings highlight the need to reconceptualise metacognitive awareness as a synergistic system and the importance of fostering such awareness among students. Pedagogical implications are also drawn for teachers to design instructional activities that encourage students to actively reflect on their interactions with AI and regulate their AI strategies.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103790"},"PeriodicalIF":5.6,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144723043","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 speech acts in peer feedback groups: Interactional dynamics among Chinese EFL learners 同伴反馈群体中的言语行为：中国英语学习者的互动动态

IF 4.9 1区文学

System Pub Date : 2025-07-22 DOI: 10.1016/j.system.2025.103780

Kexin Li, Yansheng Mao

引用次数: 0

Automated scoring in the era of artificial intelligence: An empirical study with Turkish essays 人工智能时代的自动评分：对土耳其文章的实证研究

IF 4.9 1区文学

System Pub Date : 2025-07-21 DOI: 10.1016/j.system.2025.103784

Burak Aydın , Tarık Kışla , Nursel Tan Elmas , Okan Bulut

{"title":"Automated scoring in the era of artificial intelligence: An empirical study with Turkish essays","authors":"Burak Aydın , Tarık Kışla , Nursel Tan Elmas , Okan Bulut","doi":"10.1016/j.system.2025.103784","DOIUrl":"10.1016/j.system.2025.103784","url":null,"abstract":"<div><div>Automated scoring (AS) has gained significant attention as a tool to enhance the efficiency and reliability of assessment processes. Yet, its application in under-represented languages, such as Turkish, remains limited. This study addresses this gap by empirically evaluating AS for Turkish using a zero-shot approach with a rubric powered by OpenAI's GPT-4o. A dataset of 590 essays written by learners of Turkish as a second language was scored by professional human raters and an artificial intelligence (AI) model integrated via a custom-built interface. The scoring rubric, grounded in the Common European Framework of Reference for Languages, assessed six dimensions of writing quality. Results revealed a strong alignment between human and AI scores with a Quadratic Weighted Kappa of 0.72, Pearson correlation of 0.73, and an overlap measure of 83.5 %. Analysis of rater effects showed minimal influence on score discrepancies, though factors such as experience and gender exhibited modest effects. These findings demonstrate the potential of AI-driven scoring in Turkish, offering valuable insights for broader implementation in under-represented languages, such as the possible source of disagreements between human and AI scores. Conclusions from a specific writing task with a single human rater underscore the need for future research to explore diverse inputs and multiple raters.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103784"},"PeriodicalIF":4.9,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672454","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 role of changes in pronunciation ability and anxiety through Gen-AI on EFL learners’ self-directed speaking motivation and social interaction confidence - A CHAT perspective Gen-AI带来的发音能力和焦虑的变化对英语学习者自主说话动机和社交互动信心的影响——一个CHAT视角

IF 4.9 1区文学

System Pub Date : 2025-07-21 DOI: 10.1016/j.system.2025.103788

Whyunyoung Choi

{"title":"The role of changes in pronunciation ability and anxiety through Gen-AI on EFL learners’ self-directed speaking motivation and social interaction confidence - A CHAT perspective","authors":"Whyunyoung Choi","doi":"10.1016/j.system.2025.103788","DOIUrl":"10.1016/j.system.2025.103788","url":null,"abstract":"<div><div>This study examines the impact of Gen-AI on EFL learners' foreign language (FL) pronunciation ability, FL speaking anxiety, self-directed speaking motivation, and social interaction confidence through Cultural-Historical Activity Theory (CHAT). Using a mixed-methods approach, the study conducted quantitative assessments of pronunciation ability and speaking anxiety, while qualitatively exploring learners' experiences with Gen-AI feedback through in-depth interviews. Findings suggest that learners experienced improvements in pronunciation ability and reductions in FL speaking anxiety, which coincided with increased self-directed motivation and social interaction confidence. Gen-AI's real-time personalized feedback facilitated learners' identification and correction of pronunciation issues, alongside reduced anxiety and increased confidence. When combined with emotional support from teachers and peers, Gen-AI use appeared to foster both technical development and affective growth, underscoring the importance of a balanced learning environment for sustained learning. Learners also reported greater willingness to engage in authentic communication activities, such as conversations with native speakers and group discussions, suggesting potential for community formation. The findings indicate that Gen-AI may support both individual achievement and learning community formation. This study contributes to understanding Gen-AI's emotional and social impacts in EFL contexts while emphasizing the need for institutional support for safe and equitable Gen-AI use in education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103788"},"PeriodicalIF":4.9,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144713101","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 systems model of L2 listening comprehension: Investigating the role of cognitive, metacognitive, and affective factors 二语听力理解的系统模型：认知、元认知和情感因素的作用研究

IF 4.9 1区文学

System Pub Date : 2025-07-20 DOI: 10.1016/j.system.2025.103786

Hamid Mahdian Rad, Sasan Baleghizadeh

{"title":"A systems model of L2 listening comprehension: Investigating the role of cognitive, metacognitive, and affective factors","authors":"Hamid Mahdian Rad, Sasan Baleghizadeh","doi":"10.1016/j.system.2025.103786","DOIUrl":"10.1016/j.system.2025.103786","url":null,"abstract":"<div><div>This study investigates the interplay of cognitive (vocabulary and syntactic knowledge), metacognitive (planning-evaluation, directed attention, problem-solving, and mental translation), and affective factors (listening self-efficacy, anxiety, and motivation) in second language (L2) listening comprehension through a systems model, offering a holistic perspective on L2 listening processes. Using data from 121 Iranian EFL learners, a cross-sectional correlational design examined vocabulary and syntactic knowledge, metacognitive awareness, and emotional dimensions, including listening self-efficacy, anxiety, and motivation. The findings underscore cognitive and affective factors as direct predictors of listening comprehension, while metacognitive factors exert indirect effects. Mediation analyses reveal listening self-efficacy as both a direct predictor and mediator of comprehension outcomes. Moderation analyses demonstrate that higher L2 proficiency amplifies the impact of cognitive and affective factors, whereas metacognitive contributions remain consistent across proficiency levels. These results refine the systems model by emphasizing the interconnected roles of emotional support, cognitive development, and integrated instruction in advancing L2 listening proficiency.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103786"},"PeriodicalIF":4.9,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144666004","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

Is foreign language anxiety malleable? A systematic review of longitudinal observation studies 外语焦虑是可塑的吗？纵向观察研究的系统综述

IF 4.9 1区文学

System Pub Date : 2025-07-19 DOI: 10.1016/j.system.2025.103782

Qian Sun , Abdullah Alhowail , Nadin Beckmann

{"title":"Is foreign language anxiety malleable? A systematic review of longitudinal observation studies","authors":"Qian Sun , Abdullah Alhowail , Nadin Beckmann","doi":"10.1016/j.system.2025.103782","DOIUrl":"10.1016/j.system.2025.103782","url":null,"abstract":"<div><h3>Background</h3><div>Foreign language anxiety (FLA) has long been a focus in language learning research, with increasing attention paid to how it changes over time. Recognising FLA as a dynamic construct, this review examines how FLA change has been empirically examined, focusing on temporal frameworks, methodological approaches, and evidence of malleability.</div></div><div><h3>Methods</h3><div>Longitudinal observation studies published in English since 1986 were included if they used a within-person design with at least two measurement points. A systematic search was conducted of the ERIC, British Education Index, PsycINFO, Scopus, and Web of Science databases. Study quality and risk of bias were assessed using the Mixed Methods Appraisal Tool (MMAT). The findings were narratively synthesised according to temporal design (macro-, meso-, micro-timescales), data collection tools, and analytic approaches.</div></div><div><h3>Results</h3><div>Forty-nine studies met the inclusion criteria. Macro-level designs primarily used self-report questionnaires at extended intervals to capture broad developmental trends. Meso- and micro-level studies employed denser sampling, including repeated ratings, idiodynamic procedures, and physiological measures, to reveal short-term fluctuations. Few studies used multi-timescale designs, but the findings reflected both gradual and momentary changes, indicating that FLA can vary across temporal frameworks. While most studies met at least three MMAT criteria, the observed changes in FLA did not differ systematically by study quality.</div></div><div><h3>Discussion</h3><div>The findings confirm the dynamic nature of FLA. Its variability across timeframes underscores the need for future research to employ multi-timescale and mixed-methods designs to more effectively capture the complexity of FLA development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103782"},"PeriodicalIF":4.9,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662826","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

Integrated effects of interactional cognitions and emotional regulation capacity on peer interaction in the L2 classroom 互动认知和情绪调节能力对二语课堂同伴互动的综合影响

IF 4.9 1区文学

System Pub Date : 2025-07-17 DOI: 10.1016/j.system.2025.103778

Banban Li , Phil Hiver , Shiyao Ashlee Zhou , Janice Wu

{"title":"Integrated effects of interactional cognitions and emotional regulation capacity on peer interaction in the L2 classroom","authors":"Banban Li , Phil Hiver , Shiyao Ashlee Zhou , Janice Wu","doi":"10.1016/j.system.2025.103778","DOIUrl":"10.1016/j.system.2025.103778","url":null,"abstract":"<div><div>Language learning research acknowledges the interconnected nature of emotion and cognition in learning behaviors. L2 interaction in particular implicates learners' thoughts (e.g., the purpose for interaction, the aim of an interactive task, the structure of spoken turns) and feelings (e.g., about the interlocutor, the topic, the setting, task performance) in the interactional behavior that ensues. In this study, we investigated how L2 learners' emotional regulation capacity and interactional cognitions affect peer interaction. Data were collected from post-secondary L2 learners of English in mainland China (<em>N</em> = 195) related to their emotional regulation capacity, interactional self-efficacy, and interactional engagement. We first validated all instruments through latent variable analyses. Using linear regression, we tested the hypothesis that both emotion regulation and task-specific interactional cognitions affect learners' interactional behaviors. Our results demonstrated that students' interaction-specific cognitions were strongly predictive of their interactional engagement. However, learners' emotional regulation capacity was not. Students' gender did not affect these relationships, but additional exploratory analyses revealed interesting links between learners' L2 proficiency levels and their interaction-specific cognitions and engagement. Our findings suggest that interventions to increase learners’ interactional self-efficacy can promote higher interactional engagement with peers in the L2 classroom, regardless of L2 proficiency level.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103778"},"PeriodicalIF":4.9,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653242","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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