IF 4.9 1区文学

System Pub Date : 2025-01-24 DOI: 10.1016/j.system.2025.103604

Sara A. Smith , Matthew Foster , Zhengjie Li

{"title":"Latent profile analysis reveals heterogeneity related to motivation, effort, and outside of class behaviors in digital environments among Chinese university students","authors":"Sara A. Smith , Matthew Foster , Zhengjie Li","doi":"10.1016/j.system.2025.103604","DOIUrl":"10.1016/j.system.2025.103604","url":null,"abstract":"<div><div>Second language (L2) learners increasingly have contact with the L2 outside of classroom contexts, which is positively associated with L2 achievement outcomes and motivation. The nature of the relationships between environmental factors and individual psychosocial factors is not fully understood because of the enormous diversity of L2 learners and L2 learning contexts, particularly digital environments. The current study used Latent Profile Analysis (LPA), a person-centered approach, to examine individual characteristics (motivation, effort) and outside-of-class L2 behaviors in digital and face-to-face settings among an under-researched learner group, rural Chinese English university students (<em>n</em> = 371). Findings revealed five distinct subgroups of learners, including a profile of learners with low motivation and low effort, yet paradoxically, very high outside of class use of English in digital settings. Findings of previously unidentified within-population heterogeneity underscores the need for person-centered approaches in SLA research. The current study has implications for pedagogies and teacher training, as diverse Chinese learners may not be motivated by the same L2 goals. Findings also have implications for ameliorating educational disparities and promoting equity for Chinese learners from rural settings.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103604"},"PeriodicalIF":4.9,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177742","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

Fostering an ecological synergy of learning-research-practice with pre-service Languages Other Than English teachers in China: A translanguaging lens

IF 4.9 1区文学

System Pub Date : 2025-01-23 DOI: 10.1016/j.system.2025.103607

Xiaozhou Emily Zhou , Xin Wang , Steve Mann

{"title":"Fostering an ecological synergy of learning-research-practice with pre-service Languages Other Than English teachers in China: A translanguaging lens","authors":"Xiaozhou Emily Zhou , Xin Wang , Steve Mann","doi":"10.1016/j.system.2025.103607","DOIUrl":"10.1016/j.system.2025.103607","url":null,"abstract":"<div><div>Pre-service language teachers continue to be a major focus of language teacher education. Despite efforts to bridge the gap between professional training and actual pedagogical practice, research has largely centred on pre-service English teachers, leaving their Languages Other Than English (LOTE) counterparts understudied. Concurrently, the importance of multilingual resources in language education has gained recognition, challenging traditional monolingual approaches in classrooms. Although some research has explored LOTE teachers' classroom discourse from a translanguaging perspective, overall output remains limited. This study adopts a translanguaging lens to examine how a ‘learning-research-practice’ cycle shaped three pre-service LOTE teachers' perceptions of using multilingual and multimodal resources in classroom teaching and their practices in doing so. Data collected through participants' reflective journals and semi-structured interviews provide insights into how they benefited from learning translanguaging theory in their postgraduate course, how they engaged with this knowledge in empirical research, and how they applied translanguaging practices in their teaching to facilitate comprehension, promote classroom interaction, and enhance learning. We contend that fostering a synergy between learning, research, and practice can transform teacher candidates' mindsets, raise awareness, and facilitate the provision of effective pedagogical support. This study highlights the importance of integrating a ‘research’ element into pre-service LOTE teacher education to bridge theory and practice through reflective practice.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103607"},"PeriodicalIF":4.9,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143178529","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

IF 4.9 1区文学

System Pub Date : 2025-01-22 DOI: 10.1016/j.system.2025.103593

Chunrong Bao

引用次数: 0

Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies

IF 4.9 1区文学

System Pub Date : 2025-01-22 DOI: 10.1016/j.system.2025.103605

Ali Derakhshan , Barry Bai

{"title":"Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies","authors":"Ali Derakhshan , Barry Bai","doi":"10.1016/j.system.2025.103605","DOIUrl":"10.1016/j.system.2025.103605","url":null,"abstract":"<div><div>Learning English as a foreign language (EFL) has been substantiated to be highly emotional and emotion-laden. In many cases, the affective pressures of the field make EFL learners vulnerable to many issues and practices. However, to date, research on postgraduate EFL students' emotional vulnerabilities and associated regulatory strategies has been overlooked. The scope of literature lacks research that enlists the common sources, manifestations, and regulation strategies of second/foreign language (L2) emotional vulnerabilities. To fill these gaps, this study interviewed 20 Chinese postgraduate EFL students to showcase their perceptions, experiences, and regulatory strategies when facing emotional vulnerabilities. The findings indicated that the Chinese postgraduates displayed their emotional vulnerabilities differently by using ‘negative emotional responses,’ ‘seeking help from others,’ ‘facial expressions,’ ‘suppression,’ and ‘avoidance’ of emotional vulnerabilities. Moreover, it was demonstrated that the participants had employed a set of ‘antecedent-focused’ and ‘response-focused’ regulation strategies to cope with their emotional vulnerabilities in L2 learning. The findings are discussed, and implications for theory and practice are presented for EFL students, teachers, teacher educators, and policy-makers to situate emotionality at the center of their practice.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103605"},"PeriodicalIF":4.9,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177743","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

How do pre-service language teachers perceive generative AIs’ affordance?:A case of ChatGPT

IF 4.9 1区文学

System Pub Date : 2025-01-21 DOI: 10.1016/j.system.2025.103606

Yuko Goto Butler, Shiyu Jiang

{"title":"How do pre-service language teachers perceive generative AIs’ affordance?:A case of ChatGPT","authors":"Yuko Goto Butler, Shiyu Jiang","doi":"10.1016/j.system.2025.103606","DOIUrl":"10.1016/j.system.2025.103606","url":null,"abstract":"<div><div>As generative artificial intelligence (AI), such as ChatGPT, becomes prevalent, it presents various ethical and practical challenges for schools. This study explores how students assess ChatGPT's affordances and limitations in academic writing and how these assessments relate to their writing performance, judged by themselves and the course instructor. The study uniquely focuses on international pre-service teachers in a Teaching English to Speakers of Other Languages program in the United States (<em>N</em> = 38), who may use generative AIs in their teaching and studies. The participants completed tasks in an applied linguistics class, including writing essays with and without ChatGPT on the same topic and comparing the two essays. Grounded in the Theory of Affordance, the students' evaluations were coded and analyzed with Epistemic Network Analysis. Results showed that students viewed ChatGPT's affordances and limitations differently according to their writing profiles. Those with lower writing scores or confidence were less critical of ChatGPT, highlighting its merits in language-related elements such as grammatical accuracy and lexical choice. The study suggests the importance of assisting future language teachers in fostering accurate knowledge of AI's affordances and developing balanced views towards AI through professional development, while considering individual differences in their needs and abilities.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103606"},"PeriodicalIF":4.9,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177741","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 : 2025-01-21 DOI: 10.1016/j.system.2025.103602

Duk-In Choi

引用次数: 0

Self-regulation in L2 listening: The role of teacher and learner self-efficacy and the mediating influence of metacognition

IF 4.9 1区文学

System Pub Date : 2025-01-19 DOI: 10.1016/j.system.2025.103598

Keltoum Mansouri , Suzanne Graham

{"title":"Self-regulation in L2 listening: The role of teacher and learner self-efficacy and the mediating influence of metacognition","authors":"Keltoum Mansouri , Suzanne Graham","doi":"10.1016/j.system.2025.103598","DOIUrl":"10.1016/j.system.2025.103598","url":null,"abstract":"<div><div>Strong listening proficiency underpins many aspects of foreign language learning. Yet the role of teacher-related factors in its development and their interaction with learner variables is unclear and underexplored, particularly compared to linguistic factors such as aural vocabulary knowledge (AVK). This study investigated how far the listening proficiency of 186 university English as a Foreign Language learners was predicted by key aspects of self-regulation, namely teacher self-efficacy for teaching listening, learner self-efficacy for listening and learner metacognition. The predictive role of AVK was also investigated alongside these variables, before and after a metacognition and strategy-based intervention implemented by Intervention Group teachers who had been trained prior to the intervention. Data were collected using teacher and learner questionnaires as well as learner listening tests. We show, through sequential multiple regression and mediation analysis, that even after controlling for AVK, both teacher and learner self-efficacy were significant predictors at post-test for the Intervention Group only, while they had an indirect effect through metacognition at pre-test for the sample as a whole. These findings illuminate the complexity of the relationship between teacher and learner self-efficacy, and learner outcomes, as well as the impact teacher professional development may have on that relationship. They thus offer a novel perspective through which to understand L2 listening proficiency and the role of the teacher in its development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103598"},"PeriodicalIF":4.9,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177744","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 effects of two self-regulated learning interventions on Chinese EFL students’ self-regulated writing-strategy use, motivational beliefs, and writing performance

IF 4.9 1区文学

System Pub Date : 2025-01-18 DOI: 10.1016/j.system.2025.103603

Yining Zhang , Yuantzu Chieh

{"title":"The effects of two self-regulated learning interventions on Chinese EFL students’ self-regulated writing-strategy use, motivational beliefs, and writing performance","authors":"Yining Zhang , Yuantzu Chieh","doi":"10.1016/j.system.2025.103603","DOIUrl":"10.1016/j.system.2025.103603","url":null,"abstract":"<div><div>Researchers in the field of second-language (L2) writing have recommended the integration of self-regulated learning (SRL) interventions into standard L2 writing instruction. This quasi-experimental study explores the effects of two SRL interventions – reflective journals only, and reflective journals plus writing portfolios – on L2 writers’ self-regulated strategy use, motivational beliefs, and writing performance. The data were collected twice among 105 freshmen enrolled in an English-writing course in China. Each participant was randomly assigned to one of three conditions: a control group (<em>n</em> = 35), a journal group (<em>n</em> = 35), and a portfolio with journal group (<em>n</em> = 35). Wilcoxon signed-rank tests and Kruskal-Wallis tests were used to examine changes in the measured variables within and across groups. After the intervention, the participants of both experimental conditions exhibited significantly better self-regulated writing-strategy use, motivational beliefs, and writing performance than the control group did. Of the two interventions, however, the one that included writing portfolios was more effective at promoting these measured constructs, and was superior not only at helping learners monitor their learning, but also at encouraging them to take responsibility for the whole learning process cognitively, metacognitively, motivationally, and behaviorally. As well as shedding light on the specific effects of these SRL interventions, this study delineates the nuanced differences between them. Pedagogical recommendations about how best to utilize these interventions are also provided.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103603"},"PeriodicalIF":4.9,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143178530","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

Integrating human expertise with GenAI: Insights into a collaborative feedback approach in translation education

IF 4.9 1区文学

System Pub Date : 2025-01-17 DOI: 10.1016/j.system.2025.103600

Xueying Xu , Fangrui Sun , Wenjie Hu

{"title":"Integrating human expertise with GenAI: Insights into a collaborative feedback approach in translation education","authors":"Xueying Xu , Fangrui Sun , Wenjie Hu","doi":"10.1016/j.system.2025.103600","DOIUrl":"10.1016/j.system.2025.103600","url":null,"abstract":"<div><div>The emergence of Generative AI (GenAI) has facilitated the widespread adoption of personalized feedback with greater efficiency, but also introduced potential inaccuracies and misinformation risks. To mitigate these risks, this study explores a collaborative feedback approach in translation education that integrates GenAI feedback with instructor expertise. Initially, GenAI provided personalized feedback on Chinese-to-English translation assignments. Instructors then reviewed and refined this feedback, focusing on which aspects to endorse and what modifications were necessary. To evaluate the effectiveness of this approach, we analyzed student feedback to identify the advantages and challenges of combining GenAI-generated feedback with instructor-provided insights. Firstly, the instructor-refined feedback provided insights into what GenAI can effectively achieve in providing feedback on translation assignments, as well as the areas where instructor intervention is necessary. Secondly, the study explores the benefits perceived by students regarding GenAI-instructor collaborative feedback, the comparative advantages of this feedback compared to GenAI feedback alone and its limitations. Based on the above analysis, this research highlights the potential of collaborative feedback integrating GenAI with instructor expertise and points out the areas that need attention.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103600"},"PeriodicalIF":4.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177739","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

Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review

IF 4.9 1区文学

System Pub Date : 2025-01-17 DOI: 10.1016/j.system.2025.103599

Hyeseung Jeong , Stephanie Lindemann

{"title":"Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review","authors":"Hyeseung Jeong , Stephanie Lindemann","doi":"10.1016/j.system.2025.103599","DOIUrl":"10.1016/j.system.2025.103599","url":null,"abstract":"<div><div>The intelligibility principle for second language (L2) pronunciation challenges the nativeness principle that suggests that L2 speakers' goal should be nativelike pronunciation. However, in this corpus-supported review of studies based on the intelligibility principle, we show that the understanding of the principle is still underpinned by what we term ideologies of nativeness, which favor speakers of privileged first language (L1) varieties and undermine other L1 and L2 World Englishes speakers. We focus on discourses surrounding the two most prominent keywords: <em>errors</em>, frequently used to describe proficient L2 speech and blame it for compromised intelligibility, and <em>comprehensibility</em>, often uncritically used to gauge listeners’ understanding although it measures subjective perception and can be closely associated with nativeness. Such discourses can obscure a more complete understanding of communication that acknowledges variation in L1 speech and the mutual nature of communication, as well as contribute toward negative perceptions of L2 speakers. Based on our review, we suggest that teachers avoid prescribed pronunciation models, instead helping learners develop their pronunciation based on a broad perceptual repertoire. We further recommend that researchers focus on how communication difficulties are successfully repaired without relying on prescribed pronunciation norms, recognizing mutual responsibility and accountability for intelligibility by all interlocutors.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103599"},"PeriodicalIF":4.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177736","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

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