IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-22 DOI: 10.1016/j.system.2025.103930

Nari Kim , Ming Ming Cheung , Vashti Wai Yu Lee , Peter I. De Costa

{"title":"Centering critical digital literacy in the lives of language teaching professionals: A collaborative autoethnographic exploration","authors":"Nari Kim , Ming Ming Cheung , Vashti Wai Yu Lee , Peter I. De Costa","doi":"10.1016/j.system.2025.103930","DOIUrl":"10.1016/j.system.2025.103930","url":null,"abstract":"<div><div>Consistent with recent calls to critically recognize how digital technologies shape ideologies, inequities, and exclusion, we present findings from our critical collaborative autoethnography. Performing a dual role of being autoethnographers and critical friends to each other (Alan et al., 2021), we complemented “internal” data generated from our memory with “external” data from outside sources, such as documents and artifacts from our teaching, to push our thinking further. By engaging in constructive dialogue with and among ourselves, we explored in a multivocal manner (Lapadat, 2017) how the dual identity roles we inhabit as transnational teachers and teacher educators shaped our understanding of critical digital literacy (CDL). We revisited our prior experiences as teachers—when our awareness of CDL was limited—and reflected on how, as teacher educators, we can facilitate its development through our current work with pre-service teachers. Specifically, by integrating CDL into our recent teacher education work, we demonstrate how our pre-service teachers (a) critically examined how YouTube's algorithm created filter bubbles and reinforced linguistic and cultural hierarchies, and (b) reinterpreted deficit discourses about emergent bi/multilingual learners through a Reddit exit ticket activity. By adopting a CDL lens within the framework of platform studies (Nichols & Garcia, 2022), this study thus also addresses the political-economic and technological dimensions of platforms, which remain relatively underexplored. Through this approach, we aim to expand the focus of critical digital literacy discussions beyond learners to include teachers and teacher educators. We close with a call for incorporating CDL development into pre-service teacher education programs.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103930"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624233","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 comparative study of pragmatic performance of internal modification in continuation tasks of online reviews: Generative AI versus EFL learners 在线评论延续任务中内部修改语用表现的比较研究：生成人工智能与英语学习者

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-20 DOI: 10.1016/j.system.2025.103929

Hua Cai, Wei Ren

{"title":"A comparative study of pragmatic performance of internal modification in continuation tasks of online reviews: Generative AI versus EFL learners","authors":"Hua Cai, Wei Ren","doi":"10.1016/j.system.2025.103929","DOIUrl":"10.1016/j.system.2025.103929","url":null,"abstract":"<div><div>Recent advances in Artificial Intelligence (AI) and Large Language Models (LLMs) have underscored their potential in second language (L2) pragmatics instruction. This study conducts a comparative analysis of 40 ChatGPT-generated and 40 Chinese EFL learner-produced online continuation reviews, systematically examining pragmatic internal modification across emotional valences. The findings reveal that: 1) In positive reviews, ChatGPT demonstrated superior diversity of lexical intensifiers and appropriate punctuation usage, whereas learners exhibited greater contextual sensitivity in modulating punctuation emphasis across different levels of emotion; 2) In negative reviews, ChatGPT displayed stronger command of genre-specific modality hedges and understaters, but lagged in flexibility in syntactic negating device; 3) Valence effects were stronger on ChatGPT's modification choices compared to EFL learners, suggesting GenAI's priority to predictability and safety and learners' emphasis on authenticity and adaptability. These findings not only enhance our understanding of LLM's pragmatic production capability with regard to internal modification but also propose a tripartite integration framework for ChatGPT in L2 pragmatics instruction: as a pragmatic input facilitator, automated feedback provider, and conversational tutor.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103929"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624232","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

Motivational variability in L2 learning: A comparative study of high- and low-variability learners 二语学习的动机变异性：高变异性和低变异性学习者的比较研究

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-07 DOI: 10.1016/j.system.2025.103916

Youngmi Kim, Tae-Young Kim

{"title":"Motivational variability in L2 learning: A comparative study of high- and low-variability learners","authors":"Youngmi Kim, Tae-Young Kim","doi":"10.1016/j.system.2025.103916","DOIUrl":"10.1016/j.system.2025.103916","url":null,"abstract":"<div><div>This study examines motivational variability in second and foreign language (L2) learning by comparing (de)motivational factors among high-variability (HV) and low-variability (LV) learners. Using data from 33 undergraduate English education majors, the study analyzes motivational changes across different school levels through motigraphs (tracking motivation from grades 3 to 12) and reflective essays. HV and LV groups were categorized based on the standard deviation of their motivational scores, and the essays were analyzed using a grounded theory approach. Findings indicate that LV learners maintained stable motivation by actively engaging in English use experiences, such as speaking, writing, and peer teaching, which served as protective factors against demotivation. In contrast, HV learners relied on cognitive and contextual factors, and the absence of affective or experiential engagement appeared to heighten their vulnerability when facing academic setbacks. The results highlight the importance of integrating cognitive learning with emotional engagement to sustain L2 learning motivation. The study suggests a need for educational strategies that promote interactive, experience-based learning and resilience development to mitigate motivational changes over time.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103916"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145580109","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

Corrigendum to “Tangible and intangible rewards: How do they relate to task-specific motivation and task performance in second language writing?” [System 133 (2025) 103801] “有形和无形奖励：它们与第二语言写作中特定任务动机和任务绩效之间的关系”的更正？[系统133 (2025)103801]

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-12-20 DOI: 10.1016/j.system.2025.103940

Chengchen Li, Xiaojun Lu

引用次数: 0

EFL learners’ flow experience in story continuation writing 英语学习者在故事连篇写作中的流体验

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-24 DOI: 10.1016/j.system.2025.103932

Yanting Wu, Lin Jiang

{"title":"EFL learners’ flow experience in story continuation writing","authors":"Yanting Wu, Lin Jiang","doi":"10.1016/j.system.2025.103932","DOIUrl":"10.1016/j.system.2025.103932","url":null,"abstract":"<div><div>Despite the recognized importance of flow experience in enhancing language learning outcomes, L2 writing remains an understudied domain where learners consistently report lower flow levels compared to other language tasks (Zuniga, 2023). This study addresses two gaps: (1) the overreliance on quantitative approaches and non-linguistic theoretical frameworks in existing flow studies, and (2) the less attention given to flow in writing contexts. Focusing specifically on story continuation writing, the present study employed a qualitative analysis of 108 university students' reflective diaries to examine the phenomenological characteristics and influencing factors of flow experience. Three features of flow experience emerged from the data: transcendence of self, complex emotions, and a flood of creative flow. The study further reveals that inherent task characteristics, such as accessible linguistic models, interestingness of story, clues, and suspense setting, to name just a few, effectively stimulate learners' interest and then help learners enter the flow state. Furthermore, balancing skills and challenges through environmental control and mastery of preceding texts' languages and clues, goal-setting through outlining, and immediate feedback through creative breakthroughs also significantly affect flow experience.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103932"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624226","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

Tension or harmony? Unpacking the language, multilingual and national identities of foreign language learners in China 紧张还是和谐？解读中国外语学习者的语言、多语和民族认同

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-25 DOI: 10.1016/j.system.2025.103933

Lefan Wang , Yanchuan Geng

{"title":"Tension or harmony? Unpacking the language, multilingual and national identities of foreign language learners in China","authors":"Lefan Wang , Yanchuan Geng","doi":"10.1016/j.system.2025.103933","DOIUrl":"10.1016/j.system.2025.103933","url":null,"abstract":"<div><div>While the identity dynamics of foreign language learners have attracted considerable scholarly attention, the intricate interplay between the multifaceted identities of multilingual learners remains less charted. This study, employing Q methodology alongside elicited metaphor analysis, investigated how Chinese college learners majoring in Japanese, while also studying English, construct and position their national identity, language-specific identities, and an overarching multilingual identity. The results reveal three distinct identity profiles: 1) a self-driven multilingual learner with strong national and English identity; 2) a self-driven multilingual learner with strong national and Japanese identity; and 3) a passive multilingual learner with strong national identity. The findings suggest that all participants exhibited strong national identity, which did not directly conflict with their language learning identities. Moreover, English and Japanese identities did not inherently compete. Instead, learners’ preferences depended on perceived difficulty, cultural resonance, and personal relevance to the target languages. A superordinate multilingual identity was observed among certain learners, while others demonstrated weaker self-identification with general multilingualism. Based on these insights, we discuss the implications for future foreign language education and multilingual research within the Chinese context and beyond.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103933"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624228","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

Effects of the 4/3/2 activity revisited: Aptitude matters, but distributed practice does not 重新审视4/3/2活动的影响：天资很重要，但分散式实践并不重要

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-28 DOI: 10.1016/j.system.2025.103936

Jiali Guo, Kazuya Saito

{"title":"Effects of the 4/3/2 activity revisited: Aptitude matters, but distributed practice does not","authors":"Jiali Guo, Kazuya Saito","doi":"10.1016/j.system.2025.103936","DOIUrl":"10.1016/j.system.2025.103936","url":null,"abstract":"<div><div>This study investigated how individuals' perceptual–cognitive aptitudes (auditory processing and working memory) and practice schedules (massed vs. spaced) relate to L2 speech production—specifically fluency and accuracy—during a repeated monologue task under increasing time pressure. The sample comprised 50 Chinese university students with intermediate to advanced English proficiency. Participants were randomly assigned to either a massed 4/3/2 group (n = 25), who completed the task continuously, or a spaced 4/3/2 group, who had two 5-min intervals between monologues. Statistical analyses indicated (a) that the 4/3/2 activity significantly promoted certain aspects of fluency (but not accuracy) development, regardless of the interval conditions; and (b) that fluency gains, particularly those related to linguistic encoding (e.g., mid-clause pauses, past tense error ratio), were significantly associated with participants’ perceptual abilities (i.e., auditory processing) rather than their cognitive working memory. Taken together, these findings suggest that more precise perceptual acuity may play a facilitative role in L2 speech production among Chinese L2 learners. The results highlight a unique relationship between different aptitude domains (perceptual vs. cognitive) and language development (fluency vs. accuracy) .</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103936"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145691409","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

In search of a “big idea”: A critical review of the function of comparison processes in language learning psychology 寻找“伟大的想法”：对语言学习心理学中比较过程功能的批判性回顾

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-26 DOI: 10.1016/j.system.2025.103923

Alastair Henry , Meng Liu

{"title":"In search of a “big idea”: A critical review of the function of comparison processes in language learning psychology","authors":"Alastair Henry , Meng Liu","doi":"10.1016/j.system.2025.103923","DOIUrl":"10.1016/j.system.2025.103923","url":null,"abstract":"<div><div>Research into the psychology of language learning (PLL) can make important contributions to the knowledge base of the teaching profession. However, impact can be hampered by conceptual accessibility. One way to enhance accessibility is to enable practitioners to encounter research through a smaller number of “big ideas”. A “big idea” is a core idea that connects subfields and links disciplinary understandings into coherent wholes. A “big idea” is not always apparent. Sometimes it needs to be uncovered. In PLL, a candidate “big idea” involves the role that comparison processes play in self-appraisals. This article reports on findings from a critical review, the purpose of which was to consider whether comparison processes meet the criteria for a “big idea”: a parsimoniously formulated and intuitively understandable concept that (a) spans across subfields, and (b) links disciplinary understandings. Four subfields of PLL were included in the review: motivation, regulation, willingness to communicate, and emotions. Examinations of paradigmatic models and key conceptualizations demonstrate how comparison processes meet these criteria. Results are discussed in relation to conceptual accessibility, the importance of formulating research objectives and interpreting findings in ways that benefit teachers and other non-specialist stakeholders, and the changes in research practices that are needed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103923"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624227","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 word count: The role of note quality on EFL students’ lecture listening comprehension 字数之外：笔记质量在英语学生课堂听力理解中的作用

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-11-25 DOI: 10.1016/j.system.2025.103927

Shizuka Sakurai, Ryan Spring

{"title":"Beyond word count: The role of note quality on EFL students’ lecture listening comprehension","authors":"Shizuka Sakurai, Ryan Spring","doi":"10.1016/j.system.2025.103927","DOIUrl":"10.1016/j.system.2025.103927","url":null,"abstract":"<div><div>Although studies highlight the importance of note quality, most research on notetaking has traditionally focused on the quantity of words students produce. To address this gap, the present study investigates the effects of notetaking instruction on various dimensions of note quality and examines how these dimensions relate to the listening comprehension of 195 EFL learners at a Japanese university over one semester. Students received training in listening to academic lectures and taking notes using abbreviations and symbols. Each week, they listened to a short lecture, took notes, and answered comprehension questions in English. The lectures were carefully designed to ensure consistency in length, speech rate, lexical difficulty, topic diversity, and syntactic complexity. The first and final lectures served as pre- and post-tests to measure changes in notetaking and listening skills. Two trained raters (Cronbach's alpha = .90) assessed note organization and the inclusion of key and supporting information. All aspects showed substantial improvement following the instruction. Additionally, we analyzed which aspects of notetaking were associated with lecture comprehension, improvement, and EGAP listening performance, as measured by the TOEFL ITP®. The results showed that well-organized notes and the inclusion of main ideas and details were particularly important for listening comprehension. These findings suggest that teachers and researchers should place greater emphasis on the quality of student notes, and that students need to develop skills to effectively identify key information and organize it during lectures.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103927"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624231","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

Motherhood as capital: Rethinking L2 investment through vulnerability 母性作为资本：通过脆弱性重新思考第二语言投资

IF 5.6 1区文学

System Pub Date : 2026-02-01 Epub Date: 2025-12-04 DOI: 10.1016/j.system.2025.103942

Ying Xiong , Suresh Canagarajah

{"title":"Motherhood as capital: Rethinking L2 investment through vulnerability","authors":"Ying Xiong , Suresh Canagarajah","doi":"10.1016/j.system.2025.103942","DOIUrl":"10.1016/j.system.2025.103942","url":null,"abstract":"<div><div>Studies on L2 investment among immigrant women have shown their agency while also revealing how unequal power dynamics and marginalized identity markers can hinder language learning. Less researched in this line of study, however, is the potential and generative strengths of the intersectional identities and vulnerabilities of the less privileged. Drawing on the model of investment and Bourdieu's concept of capital, this narrative case study focuses on the lived experiences of a transnational Chinese single mother of three children who rebuilds her life through L2 learning in the US. The data sources mainly consist of multiple narrative interviews, reflection journals, social media posts, and other relevant artifacts. Our study shows that although her migrant single mother identity brings many challenges to her L2 learning and academic studies, it also creates new opportunities and resources for learning and communication. We argue that as a nonelite and non-material form of capital, <em>motherhood capital</em> adds to the scholarship on L2 investment, and that dispositions developed in contexts of vulnerability and marginalization can themselves play a resistant and empowering role in the L2 investment of underrepresented learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103942"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145748410","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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