IF 4.9 1区文学

System Pub Date : 2025-05-02 DOI: 10.1016/j.system.2025.103694

Yaru Meng , Yu Cui , Vahid Aryadoust

{"title":"EFL teachers’ formative assessment literacy and developmental Trajectories: A comparative study of face-to-face and blended teaching modes","authors":"Yaru Meng , Yu Cui , Vahid Aryadoust","doi":"10.1016/j.system.2025.103694","DOIUrl":"10.1016/j.system.2025.103694","url":null,"abstract":"<div><div>The critical role of EFL teachers' formative assessment literacy (FAL) in face-to-face (F2F) teaching mode has been well acknowledged, and its significance has also been stressed in the blended teaching (BT) mode. However, very little is known about the comparison of FAL and developmental trajectories in the two modes. To address this gap, the current study first constructed a FAL scale and its development scale for both modes, with the latter informed by Activity Theory and the former as the ultimate outcome for the latter, linking the two scales into a unified system. A one-way multivariate analysis of variance (MANOVA) of the two samples' questionnaire responses revealed that the overall FAL, especially assessment practice, student involvement, and socio-emotion exhibit significant differences across the two modes. A multi-group path analysis of their developmental trajectories demonstrated that both groups' FAL was directly influenced by motivation and was also mediated by resources and community. However, the mediation effect of community from motivation to assessment practice and socio-emotion has significant differences across the two modes. The semi-structured interview confirmed the above findings. The study provides insights into the development of EFL teachers’ FAL in the technology-enriched environment, including genearative AI era.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103694"},"PeriodicalIF":4.9,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895692","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

Language teacher associations as a nexus of research and practice: A collaborative autoethnography 语言教师协会作为研究与实践的纽带：一个合作的自我民族志

IF 4.9 1区文学

System Pub Date : 2025-05-02 DOI: 10.1016/j.system.2025.103710

William S. Davis, Rebecca S. Borden, Katelin Frantz, Wenqing Yue

{"title":"Language teacher associations as a nexus of research and practice: A collaborative autoethnography","authors":"William S. Davis, Rebecca S. Borden, Katelin Frantz, Wenqing Yue","doi":"10.1016/j.system.2025.103710","DOIUrl":"10.1016/j.system.2025.103710","url":null,"abstract":"<div><div>Due to what has been identified as an increasing divide between language teaching practice and research, there exists a growing need to identify unique ways of building sustained collaborations between researchers and teachers. This is particularly needed in the context of world languages (WL) teaching in the United States, which faces numerous challenges arising from pervasive macro-level forces at the state and national levels. One promising means of addressing this need is teachers' and researchers’ collective engagement with language teacher associations. Taking a collaborative autoethnographic approach, this qualitative study sought to understand how individuals of varied and overlapping roles (e.g., researchers, WL teachers, teacher educators, students, members and leaders of a language teaching association) perceived the structure and mutually contributory nature of one state level teacher association in the United States. Findings indicated that WL teachers and researchers both contributed to and received contributions from the language teacher association in diverse ways. In addition, the findings revealed how the rationale and type of bidirectional contributions were shaped by the constraints and affordances of the state context. The study illuminates the potential of language teacher associations in mediating and sustaining such a research-practice nexus and collective agency in challenging contexts. Implications for language teachers, researchers, teacher educators, and language teacher associations are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103710"},"PeriodicalIF":4.9,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143917939","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

Stepping out of the conversation: Exploring teacher fading dynamics in EFL classroom interactions 走出对话：探索英语课堂互动中的教师淡出动态

IF 4.9 1区文学

System Pub Date : 2025-05-02 DOI: 10.1016/j.system.2025.103698

Jingya Li

{"title":"Stepping out of the conversation: Exploring teacher fading dynamics in EFL classroom interactions","authors":"Jingya Li","doi":"10.1016/j.system.2025.103698","DOIUrl":"10.1016/j.system.2025.103698","url":null,"abstract":"<div><div>This study investigates how teachers manage the fading process to scaffold student learning in teacher-fronted English as a Foreign Language (EFL) classroom interactions. While scaffolding has been extensively studied in terms of its theoretical foundations and instructional practices, teacher fading remains underexplored, despite its crucial role in promoting learner autonomy and knowledge development in dynamic classroom settings. This study examines the subtlety and flexibility of real-time fading strategies, aiming to uncover mechanisms often left implicit without systematic interactional analysis. Participants included two teachers and 261 K-11 students from a senior high school in northern China. The data comprised 180 min of classroom video recordings across four EFL lessons, alongside related teaching materials on grammar, vocabulary, and reading. The degree of teacher support and student comprehension was analyzed through conversation analysis. The findings reveal that (1) teachers' fading occurred in specific circumstances, especially when students exhibited the potential to autonomously develop target knowledge, and (2) teachers' fading effectively assessed students’ understanding, enhanced engagement with the language, and promoted peer-based knowledge co-construction. Drawing on these findings, this study proposes a framework that illuminates the dynamic and interactive nature of scaffolding at the micro-conversational level. It highlights the unique role of fading in adapting instruction and cultivating student zones of proximal development that facilitate knowledge internalization. This study also offers practical implications by identifying key interactional scenarios and communicative strategies through which teachers can intentionally reduce support, thereby informing teacher training and improving L2 instruction in large EFL classrooms.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103698"},"PeriodicalIF":4.9,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143899036","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

Understanding genre differences in cohesive use of EFL Learners: Insights from systemic functional linguistics 理解英语学习者在衔接使用中的体裁差异：来自系统功能语言学的见解

IF 4.9 1区文学

System Pub Date : 2025-04-30 DOI: 10.1016/j.system.2025.103692

Jianda Liu , Zihao Shi , Wanqing Li

{"title":"Understanding genre differences in cohesive use of EFL Learners: Insights from systemic functional linguistics","authors":"Jianda Liu , Zihao Shi , Wanqing Li","doi":"10.1016/j.system.2025.103692","DOIUrl":"10.1016/j.system.2025.103692","url":null,"abstract":"<div><div>Despite extensive research on the role of cohesion in essay quality, little attention has been paid to the genre effects on the (in-)appropriate use of cohesive ties. This research, adopting a SFL (Systemic Functional Linguistics) taxonomy of texts and cohesion types, sought to examine how different task types (argumentative, descriptive, narrative, and interactive) influence the overall use, correct use, misuse, overuse, and underuse of cohesion (sub-)types and how these indices predict overall essay quality. Cohesion was assessed by referential indices (pronominals, definite articles and demonstratives, and comparatives), conjunctive indices (additives, adversatives, causatives, and temporals), and lexical indices (repetition, synonyms, and superordinates). One hundred and forty-four essays written by Chinese EFL students were manually coded and holistically rated. The results showed that narratives, compared to other genres, displayed the lowest incidences of nearly all cohesion types, whereas argumentative writing showed a relatively higher frequency of cohesive cues. It was also found that the learners tended to overuse repetitions and pronominals in narratives and underuse demonstratives and definite articles in interactives. Six indices of cohesive use contributed significantly to overall writing scores. The implications of these findings for the validity issues of cohesion and genre-based classroom teaching pedagogy are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103692"},"PeriodicalIF":4.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888250","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

Processing of computer-mediated feedback: An eye-tracking study 计算机中介反馈的处理：一项眼动追踪研究

IF 4.9 1区文学

System Pub Date : 2025-04-30 DOI: 10.1016/j.system.2025.103690

Nektaria-Efstathia Kourtali, Ziwei Guo

{"title":"Processing of computer-mediated feedback: An eye-tracking study","authors":"Nektaria-Efstathia Kourtali, Ziwei Guo","doi":"10.1016/j.system.2025.103690","DOIUrl":"10.1016/j.system.2025.103690","url":null,"abstract":"<div><div>The current study explored the extent to which the linguistic focus of interactional feedback influences levels of L2 learners' attention to target features when feedback is supplied in the form of recasts during written synchronous computer-mediated communication (SCMC). The participants, 28 university students who were L1 Mandarin – L2 users of English (IELTS 6.5), were asked to provide information about the plot of a silent Charlie Chaplin film in the chat in Zoom. Interrogative, incidental recasts were provided by the researcher targeting lexical, morphological and syntactic features. In order to capture participants' attentional processes while reading the feedback, we used eye-tracking methodology and we employed Weblink software to generate measures showing number and length of fixations, duration of first fixation, and number of times learners returned to a target feature (interest area). For triangulation, we also conducted stimulated recall interviews so as to gain information about learners’ levels of noticing of target language areas. Both eye-tracking and stimulated recall interviews demonstrated greater levels of attention to lexical recasts than morphological and syntactic ones. In particular, lexical recasts led to more and longer fixations, and more returns to target features. The stimulated recall comments support this finding. Learners noticed target areas when lexical recasts were provided; whereas they perceived the majority of morphological and syntactic recasts as clarification requests or confirmation checks.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103690"},"PeriodicalIF":4.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892303","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

Three-way interactions of self-efficacy, intrinsic value, utility value, and gender on foreign language achievement: A moderated moderation model 自我效能感、内在价值、效用价值和性别对外语成就的三方交互作用：一个有调节的调节模型

IF 4.9 1区文学

System Pub Date : 2025-04-27 DOI: 10.1016/j.system.2025.103693

Lihong Ma , Yuhong Jiao , Leifeng Xiao , Jian Liu

{"title":"Three-way interactions of self-efficacy, intrinsic value, utility value, and gender on foreign language achievement: A moderated moderation model","authors":"Lihong Ma , Yuhong Jiao , Leifeng Xiao , Jian Liu","doi":"10.1016/j.system.2025.103693","DOIUrl":"10.1016/j.system.2025.103693","url":null,"abstract":"<div><div>Drawing on situated expectancy-value theory (SEVT), this study investigated the complex interplay among self-efficacy, value, and gender within the context of foreign language (FL) learning, using a moderated moderation model. Encompassing 1018 secondary school English learners in China, this study collected data through an English achievement test, along with student self-reports on self-efficacy and value (i.e., intrinsic vs. utility). The findings revealed that the interaction between self-efficacy and utility value significantly predicted English achievement, whereas the interaction between self-efficacy and intrinsic value did not exert a comparable effect. Remarkably, among females, high self-efficacy served as a protective mechanism, mitigating the detrimental consequences of low utility value on English achievement. Additionally, high self-efficacy among females softened the negative impact of low intrinsic value while simultaneously tempering the positive impact of high intrinsic value on English achievement. Intriguingly, among males, high self-efficacy amplified the positive influence of high intrinsic value, manifesting a synergistic relationship between these variables. This study not only substantiates the applicability of SEVT in FL education but also contributes empirical evidence supporting gender-based disparities in FL learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103693"},"PeriodicalIF":4.9,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876845","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

Growth of lexical and syntactic complexity, accuracy, and fluency in spoken production of first language and second language children 第一语言和第二语言儿童口语表达中词汇和句法复杂性、准确性和流畅性的增长情况

IF 4.9 1区文学

System Pub Date : 2025-04-26 DOI: 10.1016/j.system.2025.103695

Haerim Hwang

{"title":"Growth of lexical and syntactic complexity, accuracy, and fluency in spoken production of first language and second language children","authors":"Haerim Hwang","doi":"10.1016/j.system.2025.103695","DOIUrl":"10.1016/j.system.2025.103695","url":null,"abstract":"<div><div>Complexity, accuracy, and fluency (CAF) research has largely focused on competition among the three constructs and their relationship with proficiency. However, it is largely unknown how CAF develops in the course of language acquisition, particularly in children. Furthermore, each construct has been treated as a unified phenomenon rather than as multidimensional. This study thus aims to examine developmental patterns of CAF in spoken production among 29 child L1-Korean L2-English learners in an EFL setting (age: 5–10) and 41 child L1-English learners (age: 4–7). The study measures each of the three CAF constructs in both lexical and syntactic domains, and uses three proxies for target language experience: age for L1 learners; length of learning the target language for L2 learners; and current use of L2 relative to L1 at home for L2 learners. A series of regression analyses show that child L1 learners' lexical accuracy increases with age; child L2 learners' lexical complexity increases with length of learning; and child L2 learners’ syntactic complexity, lexical accuracy, syntactic accuracy, lexical fluency, and syntactic fluency increase with current L2 use at home. These results suggest how certain aspects of CAF develop for both L1 and L2 children, and highlight that different language experience factors shape the development of distinct CAF aspects for child L2 learners. The study also discusses the pedagogical implications of these results for child L2 learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103695"},"PeriodicalIF":4.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143873950","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 as game changer: Implications for language education 生成式人工智能改变游戏规则：对语言教育的影响

IF 4.9 1区文学

System Pub Date : 2025-04-26 DOI: 10.1016/j.system.2025.103672

Carol A. Chapelle

{"title":"Generative AI as game changer: Implications for language education","authors":"Carol A. Chapelle","doi":"10.1016/j.system.2025.103672","DOIUrl":"10.1016/j.system.2025.103672","url":null,"abstract":"<div><div>This paper explores the new parameters of technology in applied linguistics in view of today's open access to generative AI (GenAI) that can create grammatical language in response to users' prompts. I examine GenAI in language education by first situating it within the steady progression of changes brought by evolving technologies. Then, four areas of change in applied linguistics are identified: language pedagogy, language assessment, second language acquisition, and language teacher education. I make connections between the concepts and methods associated with each area for technology-related research and practice, and suggest extensions prompted by GenAI. For example, in language pedagogy and assessment GenAI offers new tools for providing input to learners, corrective feedback, and opportunities for interaction. The study of second language acquisition can be enhanced through observation of GenAI's linguistic performance and the study of the theory of language processing in artificial intelligence. These areas are relevant to language teacher education, and therefore need to be taken into account in the definition of teachers' technological pedagogical content knowledge (TPACK), which in turn helps to define components of GenAI literacy relevant to the field.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103672"},"PeriodicalIF":4.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876844","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

Translation and cultural adaptation for Spanish adolescents of the short-form foreign language enjoyment and anxiety scales 翻译与文化适应对西班牙青少年短形式外语享受与焦虑的影响

IF 4.9 1区文学

System Pub Date : 2025-04-26 DOI: 10.1016/j.system.2025.103697

Alexandra Staedtler , Mercedes Querol-Julián , Eva Solera Hernández , Elouise Botes

{"title":"Translation and cultural adaptation for Spanish adolescents of the short-form foreign language enjoyment and anxiety scales","authors":"Alexandra Staedtler , Mercedes Querol-Julián , Eva Solera Hernández , Elouise Botes","doi":"10.1016/j.system.2025.103697","DOIUrl":"10.1016/j.system.2025.103697","url":null,"abstract":"<div><div>This study presents the translation from English to Spanish and the cultural adaptation for adolescents of the Short-Form Foreign Language Enjoyment Scale and the Short-Form Foreign Language Classroom Anxiety Scale. Applying these scales in Spanish, we considered the translation essential to minimise bias that may lead to participants' misunderstanding due to language, semantic, and cultural changes. Therefore, we considered the transcultural factor and adapted the questions’ formulation to the sample, favouring more reliable responses. First, as bilingual Spanish-English speakers, we translated the original items into Spanish. A panel of 40 bilingual experts in six related areas (education, translation, linguistics, English philology, Hispanic philology, and psychology) evaluated the similarity of interpretability and the comparability of the language of the two English and Spanish versions and suggested alternative translations for some items. Finally, 117 Spanish secondary students of English as a foreign language (EFL) adapted the new Spanish versions regarding the suitability of the language used by their peers. After thoroughly analysing the adaptations, a final version of the two scales was provided. We conclude that the two-step translation and cultural adaptation method followed in the study was essential to provide well-adapted measurement scales in Spanish, resulting in two scales.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103697"},"PeriodicalIF":4.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876895","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

English language teacher identity construction on Instagram: A looking-glass self theory perspective 英语教师在Instagram上的身份建构：一个镜子自我理论的视角

IF 4.9 1区文学

System Pub Date : 2025-04-24 DOI: 10.1016/j.system.2025.103696

Hassan Nejadghanbar , Mehdi Shaahdadi

{"title":"English language teacher identity construction on Instagram: A looking-glass self theory perspective","authors":"Hassan Nejadghanbar , Mehdi Shaahdadi","doi":"10.1016/j.system.2025.103696","DOIUrl":"10.1016/j.system.2025.103696","url":null,"abstract":"<div><div>Despite the widespread use of social media among English language teachers, their experiences on these platforms have received little attention. Using the looking-glass self (LGS) theory, this article examines how English language teachers who utilize Instagram for self-branding perceive user preferences, how their perceptions of audiences' judgments influence their content creation, and how audiences' feedback influences teachers' self-concept. The data gathered from narrative frames and semi-structured interviews with 16 English language teachers indicate that they predominantly believe users regard Instagram primarily as an entertainment platform. Consequently, they craft posts to resonate with the platform's entertainment ethos, aligning with the playful, imaginative preferences of the user base to gain more visibility. At the same time, they strive to balance the desire for visibility and engagement with the need to maintain educational integrity and professional standards, resisting sensationalism. The study highlights that user feedback significantly directs teachers' content style and shapes their self-concept, with positive reactions fostering continued participation and negative feedback, coupled with Instagram's navigational challenges, causing vulnerability and identity negotiation.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103696"},"PeriodicalIF":4.9,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869576","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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