System最新文献_第7页

Institutional leaders and teacher research: Roles, interactions, and impacts

IF 4.9 1区文学

System Pub Date : 2025-02-07 DOI: 10.1016/j.system.2025.103616

Xiaoming Xun , Gary Barkhuizen

{"title":"Institutional leaders and teacher research: Roles, interactions, and impacts","authors":"Xiaoming Xun , Gary Barkhuizen","doi":"10.1016/j.system.2025.103616","DOIUrl":"10.1016/j.system.2025.103616","url":null,"abstract":"<div><div>This study aimed to understand the role of administrative managers in building and enabling the organisational strategies and frameworks that encourage positive attitudes towards research and in creating conditions for research collaboration among teachers in the context of two Chinese university College English Departments. Drawing on self-determination theory, particularly basic psychological needs theory, and the concept of transformational leadership, this study adopts a narrative approach to explore how teachers' research motivation changes from being controlled to being autonomous from the perspectives of two leaders, one in each of the two universities. A thematic analysis of narrative interviews with the leaders and eight teachers, four from each university, results in five dominant themes concerning the role of leadership within their institutional contexts. These are interpreted and discussed in terms of three needs of teachers’ research experiences, namely, relatedness, competence, and autonomy, and how these needs are satisfied or thwarted in relation to the leadership practices of the two leaders. The article concludes with recommendations for fostering a conducive institutional environment in which teacher-researchers, with the support and mediation of their leaders, become empowered to transform from being externally motivated to autonomous while strengthening the nexus between their teaching and research.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103616"},"PeriodicalIF":4.9,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377456","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

The educational affordances and challenges of generative AI in Global Englishes-oriented materials development and implementation: A critical ecological perspective

IF 4.9 1区文学

System Pub Date : 2025-02-03 DOI: 10.1016/j.system.2025.103610

Alfred W.T. Lo

{"title":"The educational affordances and challenges of generative AI in Global Englishes-oriented materials development and implementation: A critical ecological perspective","authors":"Alfred W.T. Lo","doi":"10.1016/j.system.2025.103610","DOIUrl":"10.1016/j.system.2025.103610","url":null,"abstract":"<div><div>As English is now used globally by people from diverse linguistic and cultural backgrounds, Global Englishes (GE) challenges traditional native-speaker norms and values diverse English varieties. This shift has impacted English Language Teaching (ELT), leading to the rise of Global Englishes Language Teaching (GELT), which advocates a more inclusive and accurate approach to ELT. However, implementing GELT faces significant barriers, particularly the lack of learning materials, which stifles innovation. Digital technologies, especially recent advancements in AI, offer new avenues for overcoming these challenges. Adopting a critical ecological perspective, this study explores the potential and limitations of AI in developing and implementing GE-oriented materials from teachers’ perspectives at a secondary school in China. Data collected through reflective journals, classroom observations, roundtable discussions, and video-stimulated recall interviews were analysed using thematic and Interpretative Phenomenological Analysis (IPA). Findings suggest that AI enhances efficiency in material development, supports student-centred design, integrates well with digital resources, and boosts student engagement. However, challenges include rigid curricular structures, AI inaccuracies, technical issues, and AI’s inability to replace teachers’ unique insights. This study argues that AI offers promising support for GE-oriented materials development, with teachers’ unique role remains indispensable in GELT. Methodological, pedagogical, and empirical implications are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103610"},"PeriodicalIF":4.9,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395832","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

Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2024.103563

Danli Li , Jinghua Qian

引用次数: 0

Corrigendum to “Evaluating AI's impact on self-regulated language learning: A systematic review” [System 126 (2024) 103484]

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2024.103562

Wen-Li Chang, Jerry Chih-Yuan Sun

引用次数: 0

Translanguaging at school: A systematic review of U.S. PK-12 translanguaging research

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2025.103594

Laura Hamman-Ortiz , Caitie Doughtery , Zhongfeng Tian , Deb Palmer , Luis Poza

{"title":"Translanguaging at school: A systematic review of U.S. PK-12 translanguaging research","authors":"Laura Hamman-Ortiz , Caitie Doughtery , Zhongfeng Tian , Deb Palmer , Luis Poza","doi":"10.1016/j.system.2025.103594","DOIUrl":"10.1016/j.system.2025.103594","url":null,"abstract":"<div><div>This systematic review considers what is known about translanguaging in relation to teaching and learning, motivated by the concept's popularity and ongoing critiques about its pedagogical utility and transformative potential. Based on thematic analysis of 111 empirical studies on translanguaging in U.S. PK-12 educational settings, we identified the following themes: (1) translanguaging emerges naturally, and purposefully, in classrooms with bi/multilingual learners, (2) translanguaging facilitates student sense-making in support of learning, (3) translanguaging increases student engagement and opportunities for collaboration, (4) translanguaging supports bi/multilingual students' identity development and sense of belonging, (5) translanguaging can create a counterspace that challenges deficit-framed ideologies and cultivates critical consciousness, (6) learning about translanguaging contributes to teachers developing more asset-oriented stances toward bi/multilingual learners and more linguistically responsive pedagogies, and (7) context plays a central role in if and how translanguaging transforms teaching and learning–translanguaging looks different, and has different impacts, across different contexts. We conclude that we know much about the positive ways translanguaging shapes teaching and learning, while also highlighting some challenges and tensions within the extant literature and the need for increased research that attends to the nuances of context, includes more methodological diversity, and centers decolonial and critical perspectives.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103594"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177738","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

ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2024.103561

Ruofei Zhang , Di Zou , Gary Cheng

{"title":"ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing","authors":"Ruofei Zhang , Di Zou , Gary Cheng","doi":"10.1016/j.system.2024.103561","DOIUrl":"10.1016/j.system.2024.103561","url":null,"abstract":"<div><div>Logic learning is essential for developing knowledge and quality of logic in English argumentative writing. Its main strategies include gathering logic instructions (Gathering), understanding logical concepts (Understanding), exercising knowledge of logic (Exercising), analysing logic in authentic writings (Analysing), and revising and creating logical links under guidance (Crafting) – which ChatGPT may afford. However, there has been limited exploration of ChatGPT-based logic learning. To address this gap, we developed a GPT-4-based logic learning bot and engaged 40 EFL university students, exploring ChatGPT's affordance for logic learning strategies and its usefulness for developing logical knowledge and quality of logic in English argumentative writing. We measured ChatGPT affordance by analysing learner-bot conversations and evaluated the usefulness of ChatGPT affordance through pre-post knowledge tests and essay writing tasks. Semi-structured interviews were also conducted. Our findings revealed that ChatGPT afforded 12 sub-strategies of logic learning, with Gathering and Exercising strategies being the most frequently used. ChatGPT-based logic learning strategies, especially Gathering and Exercising strategies, significantly developed knowledge and quality of logic in English argumentative writing. Through analysing the results, we identified ChatGPT features influencing the frequency and effectiveness of logical learning strategies and offered implications for implementing ChatGPT-based logic learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103561"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176136","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

An eye-tracking and neuroimaging study of negative wording effects on cognitive load in a metacognitive awareness tool

IF 4.9 1区文学

System Pub Date : 2025-02-01 DOI: 10.1016/j.system.2024.103552

Xinhe Wang, Vahid Aryadoust

{"title":"An eye-tracking and neuroimaging study of negative wording effects on cognitive load in a metacognitive awareness tool","authors":"Xinhe Wang, Vahid Aryadoust","doi":"10.1016/j.system.2024.103552","DOIUrl":"10.1016/j.system.2024.103552","url":null,"abstract":"<div><div>We compared the extraneous cognitive load imposed by two wording conditions: negatively worded and non-negated items in an L2 questionnaire. The questionnaire is the metacognitive awareness listening questionnaire (MALQ), a widely used instrument for assessing metacognitive awareness strategies. Respondents' (N = 109) eye movements measured by an eye-tracker and brain activation levels measured by functional near-infrared spectroscopy (fNIRS) were obtained to examine their extraneous cognitive load in responding to MALQ. Using MANOVA, we identified distinct gaze behavior associated with negatively worded items, indicating that the presence of such items may increase extraneous cognitive load. In addition, English-as-a-second-language participants generally exhibited higher extraneous cognitive load than their L1 counterparts. The results of the neuroimaging investigation further indicated that negatively worded items require more visual attention and cognitive effort, while positively worded items may engage higher-order reflective processing in the brain, highlighting a complex interaction between attention and extraneous cognitive load. Additionally, linear mixed effects models showed that although the models under the two-wording conditions explained a significant amount of variation in respondents’ MALQ scores, they had relatively lower explanatory power (R<sup>2</sup>) though better global fit compared to the models based on the five constructs that MALQ measures (planning-evaluation, directed attention, person knowledge, mental translation, and problem-solving). We suggest that a balanced approach that considers both the target constructs and the negeative wording effect might be the most effective strategy in questionnaire design and validation. Further implications of these findings are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"128 ","pages":"Article 103552"},"PeriodicalIF":4.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176137","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

“Words are repeated in your mind and then you remember”: Young learners’ beliefs about learning English at the beginning of Finnish basic education

IF 4.9 1区文学

System Pub Date : 2025-01-31 DOI: 10.1016/j.system.2025.103612

Karoliina Inha

引用次数: 0

Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education

IF 4.9 1区文学

System Pub Date : 2025-01-31 DOI: 10.1016/j.system.2025.103608

Pınar Turan , Nur Yiğitoğlu Aptoula

{"title":"Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education","authors":"Pınar Turan , Nur Yiğitoğlu Aptoula","doi":"10.1016/j.system.2025.103608","DOIUrl":"10.1016/j.system.2025.103608","url":null,"abstract":"<div><div>As a design feature integrated in virtually every synchronous meeting tool, screen-sharing often gets interwoven with the interactional sense-making mechanisms. The sharing party creates a new nexus for joint attention, which leads to intersubjectivity through participants' synchronized engagement on screen-based items. However, screen-sharing is yet to be studied in terms of its sequential and relational placement in the video-mediated feedback meetings unfolding during English language teaching practicum. With this need in mind, the present study aims to offer a timely exploration of the interactional structure of micro-contexts where participants in video-mediated feedback sessions resort to screen-sharing, and the ways in which the virtual environment operates as a part of their interactional sense-making through practicum supervisors’ shared screen in video-mediated feedback meetings. For this purpose, we micro-analyzed the video-recordings of 17 online feedback sessions of pre-service teachers and practicum course instructors using multimodal Conversation Analysis. Findings indicate that through its display of items and actions, the screen operates as an effective epistemic resource in managing troubles in and establishing intersubjectivity during online education. The findings are conducive to the expanding research on remote instruction and have possible pedagogical and research implications for our understanding of videoconferencing for online learning purposes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103608"},"PeriodicalIF":4.9,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388087","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 impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks

IF 4.9 1区文学

System Pub Date : 2025-01-25 DOI: 10.1016/j.system.2025.103609

Phil Hiver , Phung Dao

{"title":"The impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks","authors":"Phil Hiver , Phung Dao","doi":"10.1016/j.system.2025.103609","DOIUrl":"10.1016/j.system.2025.103609","url":null,"abstract":"<div><div>In this study, we investigated the impact of task motivation, conceptualized through situated expectancy value theory, on learners' attention to form and subsequent learning in oral interactive tasks. We hypothesized that the type and quality of learners' task motivation impacts how learners attend to, perform, and learn from tasks. In dyads, 106 Vietnamese learners of English performed an opinion-gap task and an information-gap task. Their attention to form in these oral tasks was measured through LREs which were coded for the frequency, type, and their resolution. We developed a tailor-made test for each dyad, based on their interaction, that included the formal features discussed in their LREs and administered this as a delayed test to assess whether their attention to form had resulted in subsequent learning of these features. Our preliminary analyses tested and established validity for all measures of task motivation using factor analytic models. Our main results showed that learners did indeed focus on different aspects of form across the different tasks, but task type did not affect learners' task motivation. Learners expected to succeed equally well in both tasks and perceived the value and cost of performing both tasks as similar. Task motivation was, consequently, not a significant predictor of learners' focus on form in the number and type of LREs produced, how those LREs were resolved, or learners' subsequent learning. Finally, our analyses suggested that learners' specific focus on form was linked to their subsequent learning in the opinion gap task though not in the information gap task. We discuss the implications of task-specific measures of motivation and the ways in which learners’ task performance and focus on form during task completion drives actual learning independent of task motivation.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103609"},"PeriodicalIF":4.9,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143178532","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