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Effects of Content and Language Integrated Learning on secondary-level students’ content learning: A meta-analysis

IF 4.9 1区文学

System Pub Date : 2024-12-24 DOI: 10.1016/j.system.2024.103580

Fatima Kaiypova , Hansol Lee , Yuen Yi Lo , Jang Ho Lee

{"title":"Effects of Content and Language Integrated Learning on secondary-level students’ content learning: A meta-analysis","authors":"Fatima Kaiypova , Hansol Lee , Yuen Yi Lo , Jang Ho Lee","doi":"10.1016/j.system.2024.103580","DOIUrl":"10.1016/j.system.2024.103580","url":null,"abstract":"<div><div>Content and Language Integrated Learning (CLIL) has demonstrated benefits for target language development, specifically because the target language is used as the medium of instruction. However, existing primary studies report conflicting results regarding CLIL’s effects on knowledge acquisition of non-language content subjects. This lack of consistency in findings suggests that synthesis of CLIL study results on content subjects is necessary. To fill this gap, the present study identified 21 between-group CLIL studies on the acquisition of content knowledge among secondary school students over the past two decades, and used a multilevel meta-analysis to estimate the overall effectiveness of the CLIL approach. Based on 29 independent samples and 39 effect sizes (<em>N</em> = 36,905), CLIL’s general effectiveness regarding secondary-level students’ knowledge gains in content subjects was 0.09 (<em>SE</em> = 0.10, <em>z</em> = 0.85, <em>p</em> = .40, 95% CI [−0.11, 0.28]), indicating comparable gains of the CLIL approach with that of its mainstream counterpart. The results of the moderator analyses further confirmed the homogeneity of CLIL and mainstream groups and the nature of the content subjects as significant variables that may moderate the effectiveness of the CLIL approach.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103580"},"PeriodicalIF":4.9,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179081","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

“This dissertation intricately explores…”: ChatGPT's shell noun use in rephrasing dissertation abstracts

IF 4.9 1区文学

System Pub Date : 2024-12-24 DOI: 10.1016/j.system.2024.103578

Ling Huang , Jinlei Deng

{"title":"“This dissertation intricately explores…”: ChatGPT's shell noun use in rephrasing dissertation abstracts","authors":"Ling Huang , Jinlei Deng","doi":"10.1016/j.system.2024.103578","DOIUrl":"10.1016/j.system.2024.103578","url":null,"abstract":"<div><div>ChatGPT has emerged as a prominent tool for supporting students' academic writing. However, research on its linguistic attributes in academic writing, especially its use of shell nouns—a crucial linguistic tool reflecting authors' rhetorical awareness in academic writing—remains limited. Our study tries to bridge this gap by evaluating ChatGPT's use of shell nouns when rephrasing dissertation abstracts in the fields of physics and economics. Our corpus comprises 400 abstracts: 200 human-generated and 200 ChatGPT-rephrased. Analysis reveals ChatGPT's overall preference for shell nouns, particularly in Move 5 (the move concerning the discussion of research contributions). Structurally, ChatGPT's versions employ significantly more <em>th-N (cataphoric)</em> shell nouns in both physics and economics while using significantly fewer <em>th-N (anaphoric)</em> and <em>N-be-cl</em> shell nouns in economics. Functionally, ChatGPT's versions utilize significantly more <em>text nouns</em> in both disciplines but fewer <em>evidential nouns</em> and <em>relation nouns</em> in economics. These findings suggest that ChatGPT-rephrased versions are more promotional and repetitive, with reduced authorial visibility. Additionally, ChatGPT relies less on shell nouns to establish cohesion and casual links in social sciences. This comparative study advances the current limited understanding of ChatGPT's linguistic attributes in academic writing and provides pedagogical implications for practitioners integrating ChatGPT into classroom instruction.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103578"},"PeriodicalIF":4.9,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179080","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 orthographic expectation effect in oral vocabulary learning of Chinese L2 learners

IF 4.9 1区文学

System Pub Date : 2024-12-19 DOI: 10.1016/j.system.2024.103579

Rongyue Zhang , Tianlin Wang , Hui Sun , Miao Yu

引用次数: 0

Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers

IF 4.9 1区文学

System Pub Date : 2024-12-17 DOI: 10.1016/j.system.2024.103577

Baohua Yu , Wanqing Wang

{"title":"Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers","authors":"Baohua Yu , Wanqing Wang","doi":"10.1016/j.system.2024.103577","DOIUrl":"10.1016/j.system.2024.103577","url":null,"abstract":"<div><div>Digital storytelling (DST) is a narrative practice that utilizes digital tools for the creation of multimodal stories. This research strives to provide pre-service teachers with an experiential learning process of producing storytelling videos and teaching packages. Employing Activity Theory (AT) as a theoretical lens, the study intended to elucidate the interconnected elements (i.e., subject, object, instruments, community, rules, division of labor, and outcome) in a DST activity and further explore the object and the outcome perceived. Data were collected through a mixed method: surveys and interviews. Twenty-eight English pre-service teachers from two universities in Hong Kong participated in the stage of digital storytelling production and responded to the survey. Seventeen of them volunteered to join the follow-up interviews. The data informed the development of a collaborative DST framework, which incorporated AT and highlighted the role of collaboration. Within this framework, collaboration catalyzed expansive learning to transform contradictions, potentially achieving the outcome beyond the object. It implied that participants articulated gains and provided recommendations concerning DST practice in language classes, in addition to improved English language and digital skills. The study further discusses the pedagogical implications of DST implementation, offering insights into fostering language, digital, and collaborative learning in educational settings.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103577"},"PeriodicalIF":4.9,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179078","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

IF 4.9 1区文学

System Pub Date : 2024-12-17 DOI: 10.1016/j.system.2024.103576

Bochra Kouraichi

引用次数: 0

IF 4.9 1区文学

System Pub Date : 2024-12-12 DOI: 10.1016/j.system.2024.103567

Yachong Cui

引用次数: 0

IF 4.9 1区文学

System Pub Date : 2024-12-12 DOI: 10.1016/j.system.2024.103534

Shengrui Kang, Lawrence Jun Zhang

引用次数: 0

An examination of the utility of the Aozora Repository to support reading comprehension development, reading fluency, and extensive reading for L2 learners of Japanese

IF 4.9 1区文学

System Pub Date : 2024-12-11 DOI: 10.1016/j.system.2024.103564

Kimberley Rothville , Stephen Skalicky

{"title":"An examination of the utility of the Aozora Repository to support reading comprehension development, reading fluency, and extensive reading for L2 learners of Japanese","authors":"Kimberley Rothville , Stephen Skalicky","doi":"10.1016/j.system.2024.103564","DOIUrl":"10.1016/j.system.2024.103564","url":null,"abstract":"<div><div>Despite a recent boom in the development of graded reading materials for L2 Japanese learners which can be used for extensive reading (ER), the total amount of material remains low, and the highest stated vocabulary level of these texts is only 4500 words. However, achieving a 95% coverage rate of tokens in Japanese texts requires knowledge of 9500 word s (Matsushita, 2014) – a substantial gap between these graded texts and what is needed for independent reading. To meet learner needs to move beyond the beginner reading level while engaged in ER, the free digital collection of copyright-free literature known as “Aozora Bunko” was assessed to determine if, based on vocabulary coverage profiles, there might be a significant number of texts that would be useable for L2 Japanese learners. Of 18,552 works analysed, nearly 3400 were found to have a 95% vocabulary coverage level of between 1500 and 9500 words, indicating they may be suitable for learners for Japanese ER and may be able to bridge the gap between beginner texts and independent reading. The method demonstrated in this paper may be useful for instructors of other languages seeking to increase the volume of material available for their learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103564"},"PeriodicalIF":4.9,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179077","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

Exploring the linguistic signature of interpersonal liking in second language interaction

IF 4.9 1区文学

System Pub Date : 2024-12-10 DOI: 10.1016/j.system.2024.103565

Pavel Trofimovich , Anamaria Bodea , Kim McDonough , Masatoshi Sato

{"title":"Exploring the linguistic signature of interpersonal liking in second language interaction","authors":"Pavel Trofimovich , Anamaria Bodea , Kim McDonough , Masatoshi Sato","doi":"10.1016/j.system.2024.103565","DOIUrl":"10.1016/j.system.2024.103565","url":null,"abstract":"<div><div>People worry about how they are seen by others, but their insights (called metaperceptions) are often too negative. For instance, many speakers believe that their interlocutors like them less than they actually do, and these overly negative metaperceptions inform speakers' actions such as asking for advice or pursuing friendships. Our goal was to understand if low, underconfident metaperceptions are associated with specific interactional behaviors for second language (L2) speakers, as a way of identifying a “linguistic signature” of insecure metaperceivers. We analyzed 10-min dyadic conversations by 37 L2-speaking university students discussing academic texts. Following the conversation, students provided their metaperceptions (how much they thought their partner liked them) and their actual assessments (how much they liked each other). We coded the conversations for eight measures of utterance fluency (repetitions, repairs, filled pauses, discourse markers) and speaker engagement (lexical content, mean length of turn, backchannels, overlapping speech). Whereas several measures predicted students' metaperceptions, none contributed to their actual assessments. Speakers who felt appreciated by their partner provided more lexical content across shorter conversational turns, whereas those who felt insecure assumed a dominant role speaking in long turns. These findings provide initial insights into how speakers’ metaperceptions manifest in their interactional behavior.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103565"},"PeriodicalIF":4.9,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179076","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-service English language teacher-researchers’ ideologies, realities, and practices concerning qualitative research

IF 4.9 1区文学

System Pub Date : 2024-12-04 DOI: 10.1016/j.system.2024.103566

Jairo Enrique Castañeda-Trujillo , Jhon Jairo Losada-Rivas

{"title":"In-service English language teacher-researchers’ ideologies, realities, and practices concerning qualitative research","authors":"Jairo Enrique Castañeda-Trujillo , Jhon Jairo Losada-Rivas","doi":"10.1016/j.system.2024.103566","DOIUrl":"10.1016/j.system.2024.103566","url":null,"abstract":"<div><div>This article explores the ideologies, realities, and practices of six English language teacher-researchers concerning research. The participants of this study are all Colombian in-service teachers who currently work at different local schools and universities and had formerly participated as guests in a set of educational podcasts about qualitative research. The data collection instruments comprised individual interviews from the podcast episodes and reflective questionnaires inquiring about the participants’ experiences as researchers. The findings illustrate how the teacher-researchers struggled to understand qualitative research beyond the scientific method at the beginning of their academic lives. However, after experiencing qualitative research, teacher-researchers transformed how they conducted qualitative research and the way they viewed doing qualitative research in ELT and education. Consequently, the teacher-researchers acknowledge qualitative research as a social practice that can lead to comprehending and transforming the communities involved. We conclude that the influence of scientific method-oriented epistemologies on qualitative research in ELT underscores the need for a more critical stance, advocating for research that unveils societal injustices and inequalities. By embracing a broader vision of research, particularly in undergraduate programs, teacher-researchers can cultivate a pragmatic perspective that empowers pre-service and in-service teachers alike to contribute meaningfully to their communities through research. This entails deconstructing traditional ideologies and promoting research practices that enrich classroom teaching and foster social impact, thereby transforming teachers into active agents of change within their contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103566"},"PeriodicalIF":4.9,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179075","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