IF 4.9 1区文学

System Pub Date : 2025-07-16 DOI: 10.1016/j.system.2025.103785

Jian Tao, Ke Zhao

{"title":"A social network analysis of collective agency in achieving the teaching-research nexus","authors":"Jian Tao, Ke Zhao","doi":"10.1016/j.system.2025.103785","DOIUrl":"10.1016/j.system.2025.103785","url":null,"abstract":"<div><div>Prior works have examined teaching-informed research and research-informed teaching practices, causing unidirectional transfers of knowledge between the two domains. They have also highlighted the importance of collaborative efforts and teacher agency, proving the potential of language teachers to achieve the teaching-research nexus by exercising agency collectively. Taking an ecological perspective, this study focuses on a team of 14 academics teaching and researching different languages at a Chinese university, examining their collective agency in pursuit of the teaching-research nexus. By adopting mixed-method social network analysis design, this study collected questionnaires, interviews, and artefacts to understand the collective agency among the team as a whole as well as between members. The results reveal a well-connected network full of different types of local ties through which the participants exercised collective agency in undertaking teaching-informed research and research-informed teaching, which were closely related to their collective agency in the management of transnational networks. The study goes beyond viewing collective agency as merely people working together; it uncovers the exercise of collective agency in achieving the teaching-research nexus at the collective and local level which were embedded in the network dynamics. The findings have important implications for enhancing the collective agency of holistic L2 professionals in pursuit of the integration of teaching and research.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103785"},"PeriodicalIF":4.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653579","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 : 2025-07-15 DOI: 10.1016/j.system.2025.103781

Banban Li, Mengge Chen

引用次数: 0

Developing the CLIL teacher assessment literacy inventory 开发CLIL教师素养评估量表

IF 4.9 1区文学

System Pub Date : 2025-07-12 DOI: 10.1016/j.system.2025.103776

Jieting Jerry Xin, Yuen Yi Lo

引用次数: 0

Cognitive processing in simultaneous interpreting with synchronous captioning: An eye-tracking study of Chinese head-final noun phrases with varied dependency distances 同步字幕同声传译的认知加工：不同依赖距离的汉语头尾名词短语眼动追踪研究

IF 4.9 1区文学

System Pub Date : 2025-07-12 DOI: 10.1016/j.system.2025.103761

Meng Du, Binhua Wang

{"title":"Cognitive processing in simultaneous interpreting with synchronous captioning: An eye-tracking study of Chinese head-final noun phrases with varied dependency distances","authors":"Meng Du, Binhua Wang","doi":"10.1016/j.system.2025.103761","DOIUrl":"10.1016/j.system.2025.103761","url":null,"abstract":"<div><div>Grounded in the pedagogical goals of interpreting training, this study explores the impact of automatic speech recognition technology on cognitive processing in simultaneous interpreting, specifically, how trainee interpreters handle Chinese head-final noun phrases with varying dependency distances, i.e., how they navigate syntactic asymmetry between Chinese and English and capture information focus in simultaneous interpreting with synchronous captioning, with particular emphasis on the effects of highlighting head nouns and dependency distance variations. To examine these factors, an eye-tracking experiment involving 30 Chinese trainee interpreters was conducted, where participants interpreted a speech which contained 16 experimental sentences with controlled dependency distances in noun phrases featuring head nouns highlighted within the captions, in comparison with 16 control sentences without highlighted head nouns. Eye movements in the interpreting process and interpreting performances were analysed. The results indicate that head noun highlighting enhances cognitive processing and information completeness during simultaneous interpreting by facilitating deeper reprocessing and comprehension, particularly for sentences with longer dependency distances. The study reveals that highlighting head nouns lowers omission rates and encourages more structured interpreting output, like prepositional phrases or relative clauses, depending on the dependency distance. Without highlighting, interpreting output tends to be more flexible but less accurate due to incomplete information rendering. These findings underscore the potential of incorporating visual aids, such as head noun highlighting, into interpreter training programs to enhance accuracy and cognitive resource management.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103761"},"PeriodicalIF":4.9,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144606094","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 the effects of task sequencing on L2 oral performance from the perspective of the SSARC model 从SSARC模型的角度探讨任务排序对二语口语表现的影响

IF 4.9 1区文学

System Pub Date : 2025-07-12 DOI: 10.1016/j.system.2025.103777

Qiuli Chen , Yuanhua Xie , Diyu Liang , Huafeng Wang

{"title":"Exploring the effects of task sequencing on L2 oral performance from the perspective of the SSARC model","authors":"Qiuli Chen , Yuanhua Xie , Diyu Liang , Huafeng Wang","doi":"10.1016/j.system.2025.103777","DOIUrl":"10.1016/j.system.2025.103777","url":null,"abstract":"<div><div>Task sequencing in Task-Based Language Teaching has gained increasing attention in the realm of L2 acquisition. But little research has been done on the role of task sequencing in L2 oral performance within the framework of the SSARC model. Thus, this study investigated the effects of task sequencing manipulated from both resource-directing (±number of elements) and resource-dispersing (±planning time) dimensions on L2 oral performance. Ninety-nine Chinese EFL participants were assigned to three groups: simple-to-complex (StC), complex-to-simple (CtS), and task repetition (TR). the Mann-Whitney <em>U</em> test and MANOVA analysis were conducted on the data of pretest, treatment and post-test tasks, and revealed the following results: 1) CtS sequence resulted in better complexity and accuracy of L2 oral performance than StC sequence, but StC sequence produced better fluency than its counterpart; 2) both StC and CtS sequences enhanced syntactic complexity compared with TR, while TR promoted lexical complexity and fluency; 3) both sequences and task repetition induced moderate learning in syntactic and lexical complexity and fluency, while CtS sequence brought about a slight improvement in accuracy. These findings shed new light on the role of task sequencing in promoting L2 oral learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103777"},"PeriodicalIF":4.9,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605908","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 latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy 二语学生情绪智力及其与写作反馈素养的关系分析

IF 4.9 1区文学

System Pub Date : 2025-07-11 DOI: 10.1016/j.system.2025.103773

Zaibo Long, Ran Zhu

{"title":"A latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy","authors":"Zaibo Long, Ran Zhu","doi":"10.1016/j.system.2025.103773","DOIUrl":"10.1016/j.system.2025.103773","url":null,"abstract":"<div><div>Previous research has highlighted the critical role of the affective dimension in shaping L2 student writing feedback literacy; however, limited attention has been given to how emotional intelligence (EI), conceptualized as a constellation of emotion-related self-perceptions and dispositions, influences L2 student writers' feedback literacy. To fill this gap, this study investigated the relationship between students' EI and L2 writing feedback literacy by exploring how different EI patterns relate to variations in feedback literacy. A sample of 426 students in Chinese higher education institutions was administered the L2 Student Writing Feedback Literacy Scale and the short-form Trait EI Scale. Four EI profiles were identified through latent profile analysis (LPA): Low Emotionality Group, Average Balanced Group, Moderately Low Emotionality Group, and High Stable Group. ANOVA and Welch's Tests revealed significant differences in L2 student writing feedback literacy across most EI profiles. By examining the configuration of dimensions within these profiles, we identified an EI configuration that creates favorable conditions for developing L2 writing feedback literacy in a Chinese higher education context: a combination of lower emotionality, higher well-being, and greater self-control. Implications for L2 writing instruction were discussed based on the findings.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103773"},"PeriodicalIF":4.9,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595490","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

Generative AI tools and empowerment in L2 academic writing 第二语言学术写作中的生成人工智能工具和授权

IF 4.9 1区文学

System Pub Date : 2025-07-11 DOI: 10.1016/j.system.2025.103779

Benjamin Luke Moorhouse , Yuwei Wan , Chenze Wu , Meixin Wu , Tsz Ying Ho

{"title":"Generative AI tools and empowerment in L2 academic writing","authors":"Benjamin Luke Moorhouse , Yuwei Wan , Chenze Wu , Meixin Wu , Tsz Ying Ho","doi":"10.1016/j.system.2025.103779","DOIUrl":"10.1016/j.system.2025.103779","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) developments have ignited interest in how they will impact L2 writers' agency over their academic writing processes. At the same time, higher education (HE) institutions have responded to GenAI by devising policies on their use. Recognizing that L2 writers' processes can be shaped by GenAI, as well as their institutions and instructors' policies, there is a need to understand how L2 writers engage with GenAI tools and negotiate agency as they transition into their studies and find themselves within the boundaries of their HE institution's policies. Through the lens of critical digital literacies (CDL), agency and empowerment, this qualitative study adopted in-depth focus group interviews with a preference selection task to explore how twenty-one post-graduate L2 writers position themselves in relation to GenAI tools and how they and GenAI have been positioned by their instructors. Data were collected within the first month of their post-graduate studies. The findings show that the L2 writers have integrated GenAI into various aspects of their academic writing processes. Their responses suggest that the L2 writers believe the tools empower them and augment their writing abilities. Yet, from a CDL perspective, this may be false empowerment, as the writers showed little critical awareness of how the tools work. At the same time, tensions exist between their perceptions of agency and some of their instructors' GenAI policies. The L2 writers prefer GenAI policies that give them the autonomy to use GenAI flexibly. However, they recognize the need to be accountable for their academic writing and transparent in their GenAI use. Bans on GenAI use were perceived as unfair, restricted agency, and not reflective of GenAI affordances. The findings can inform academic writing training and instructors' policies.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103779"},"PeriodicalIF":4.9,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653572","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 raters’ professional backgrounds on assessing interpreting quality: An exploratory mixed-methods investigation into rater behavior 评判员专业背景对口译质量评估的影响：一项对评判员行为的探索性混合方法调查

IF 4.9 1区文学

System Pub Date : 2025-07-11 DOI: 10.1016/j.system.2025.103772

Yang Li , Xini Liao , Jia Jia

{"title":"Effects of raters’ professional backgrounds on assessing interpreting quality: An exploratory mixed-methods investigation into rater behavior","authors":"Yang Li , Xini Liao , Jia Jia","doi":"10.1016/j.system.2025.103772","DOIUrl":"10.1016/j.system.2025.103772","url":null,"abstract":"<div><div>Rater effects have received long-term scholarly attention in language performance testing. Presumably, distinct rater effect is indispensable from raters' language and professional backgrounds. However, to the best of our knowledge, the current empirical literature on interpreting testing and assessment (ITA) has been under scarce scrutiny of the relevance between rater behavior and varied professional backgrounds. Drawing on the framework of language teacher cognition, the thread of this exploratory study followed a mixed-methods design to investigate behaviors of raters (N = 9) in the context of ITA. The multi-faceted Rasch model (MFRM) yielded quantitative results regarding rater behavior. Notably, five raters who exhibited abnormal rater behaviors, including extreme severity/leniency, self-(in)consistency, and biased ratings, were selected to participate in a stimulated recall. The qualitative insights helped elucidate the connection between inconsistent rater behaviors and their professional backgrounds. The study identified professional backgrounds as a factor contributing to teacher cognition about their assessment behavior. These findings encourage two wide-open avenues for the AI-augmented ITA research across different raters' identities and the research on raters’ digital competence of using AI in ITA.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103772"},"PeriodicalIF":4.9,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595489","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 learners’ perceptual perezhivaniya and actual writing revision behaviors mediated by GenAI: A sociocultural theory perspective GenAI介导的英语学习者的感知偏差和实际写作修改行为：一个社会文化理论视角

IF 4.9 1区文学

System Pub Date : 2025-07-10 DOI: 10.1016/j.system.2025.103769

Lili Qin , Jingjing Dong

{"title":"EFL learners’ perceptual perezhivaniya and actual writing revision behaviors mediated by GenAI: A sociocultural theory perspective","authors":"Lili Qin , Jingjing Dong","doi":"10.1016/j.system.2025.103769","DOIUrl":"10.1016/j.system.2025.103769","url":null,"abstract":"<div><div>In recent years, Generative Artificial Intelligence (GenAI) has gained prominence as a valuable tool in enhancing EFL learners’ experiences in Second Language Acquisition (SLA). However, empirical studies specifically investigating on GenAI’s role in mediating the revision stage of EFL learners’ L2 writing processes remain scarce. Notably, research exploring the connection between learners’ perceived <em>perezhivaniya</em>—derived from Vygotskyan theory, denoting an individual’<sub>’</sub>s subjective lived experiences—and their actual revision behaviors is particularly limited. To address this lacuna, we employed interviews, Q-methodology, and the <em>Translog</em> screen recording tool to investigate the revision processes of nineteen EFL learners at a university in Southern China as they revised L2 continuation writing tasks using GenAI. A key contribution of this study is the development of a novel seven-dimensional L2 writing revision taxonomy (word choice, content, discourse, syntax, errors, alignment, and typographic elements), which guided both the Q-questionnaire design and the <em>Translog</em> data coding. This framework uniquely facilitated a comparison between perceived <em>perezhivaniya</em> and actual revision behaviors by integrating online revision with offline reflective perceptions, thereby capturing an essential dynamic aspect of the concept of <em>perezhivanie</em>. Results indicated a strong consistency between most of the learners’ perceived experiences and their actual revision behaviors, in <strong>content</strong>, <strong>alignment</strong>, and <strong>typographic</strong> elements. However, for some learners, <strong>alignment</strong>—vital for continuation writing—was frequently overlooked despite its perceptual recognition, highlighting significant pedagogical implications.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103769"},"PeriodicalIF":4.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653578","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 the efficacy of ChatGPT-4 feedback in second language Spanish writing 探讨ChatGPT-4反馈在第二语言西班牙语写作中的效果

IF 4.9 1区文学

System Pub Date : 2025-07-09 DOI: 10.1016/j.system.2025.103771

Dimaris Barrios-Beltran

{"title":"Exploring the efficacy of ChatGPT-4 feedback in second language Spanish writing","authors":"Dimaris Barrios-Beltran","doi":"10.1016/j.system.2025.103771","DOIUrl":"10.1016/j.system.2025.103771","url":null,"abstract":"<div><div>Feedback is essential in language learning, helping students refine their work, build confidence, and develop autonomy. This is especially crucial in the second language (L2) classroom, where timely and targeted input is important for guiding progress. Artificial Intelligence (AI) tools such as ChatGPT-4 have recently gained attention for their potential to enhance this process. This qualitative study examines the use of AI-generated feedback to support writing development among advanced Spanish learners, drawing on thematic analysis of questionnaire responses, writing revisions, and students' reflections. It also explores how AI can complement traditional instructor input by supporting targeted revisions, fostering metacognitive reflection, and enhancing learner agency through critical engagement with feedback. Participants completed pre- and post-treatment questionnaires and a formal writing task, receiving constructive input from both their instructor and ChatGPT-4 before revising their drafts. The AI tool delivered detailed, rubric-aligned feedback across five areas: argumentation, linguistic concepts, research and analysis, grammar and language, and structure and formality. Although students appreciated the efficiency and structure of AI-generated guidance, they consistently valued the personalized, context-sensitive feedback provided by their instructor. Findings highlight generative AI's potential to enhance early-stage drafting by offering immediate and concrete guidance. Still, students expressed skepticism about AI's role in language learning and voiced ethical concerns—including overreliance, uncertainty about how their personal data would be used, a lack of clear institutional policies, and risks related to plagiarism. These insights emphasize the importance of integrating AI literacy into educational practice to ensure these tools are employed critically, ethically, and effectively.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103771"},"PeriodicalIF":4.9,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579579","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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