IF 4.9 1区文学

System Pub Date : 2024-09-09 DOI: 10.1016/j.system.2024.103472

Erika Marcet

{"title":"Teaching pragmatics to instructors of L2 Japanese: A relevance-theoretic approach","authors":"Erika Marcet","doi":"10.1016/j.system.2024.103472","DOIUrl":"10.1016/j.system.2024.103472","url":null,"abstract":"<div><p>There are few continuing professional development (CPD) courses for language instructors who want to incorporate the teaching of pragmatics, particularly outside second and foreign language (L2) English and Spanish (e.g., Cohen et al., 2023; Vellenga, 2011). Furthermore, most courses rarely include pragmatics theories that describe the cognitive processes involved in communication. To address this gap, this study assesses what pre-service and in-service instructors of L2 Japanese (n = 9) know about pragmatics and presents data from a 3-hCPD course. The CPD is based on Sperber & Wilson's (1986/1995) Relevance Theory, an ostensive-inferential pragmatics theory that explains the cognitive mechanisms used to interpret utterances. These cognitive processes and how to teach them are explained through a pedagogical framework that equips instructors with the pragmatic knowledge and tools needed to help their learners achieve effective communication.</p><p>A qualitative pre- and post-test was employed to ascertain instructors' knowledge of pragmatics and ability to activate their pragmatic competence. Focus groups with each cohort were conducted to gather insights into instructors' willingness and preparedness to teach pragmatics. The CPD increased both participants' understanding of pragmatics and knowledge of how to activate learners' pragmatic competence. The data also reveals differences between pre-service and in-service teachers, as well as native and non-native speakers’ willingness to include pragmatics in their teaching.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"126 ","pages":"Article 103472"},"PeriodicalIF":4.9,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24002549/pdfft?md5=c613a337706533e76eb97b1cf6c45d08&pid=1-s2.0-S0346251X24002549-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142163139","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

A systematic review of research on emotional artificial intelligence in English language education 对英语语言教育中情感人工智能研究的系统回顾

IF 4.9 1区文学

System Pub Date : 2024-09-09 DOI: 10.1016/j.system.2024.103478

Yuhan Liu , Heng Zhang , Meilin Jiang , Juanjuan Chen , Minhong Wang

{"title":"A systematic review of research on emotional artificial intelligence in English language education","authors":"Yuhan Liu , Heng Zhang , Meilin Jiang , Juanjuan Chen , Minhong Wang","doi":"10.1016/j.system.2024.103478","DOIUrl":"10.1016/j.system.2024.103478","url":null,"abstract":"<div><p>In learning English as a foreign language (EFL), students often experience foreign language anxiety. Artificial intelligence (AI) applications that provide emotional support and/or create emotional impacts on student learning, so-called emotional AI applications, have received increased attention. However, there is a lack of a systematic review of studies on emotional AI in EFL education. This paper presents a systematic review of research in this field. The results reveal five affordances of emotional AI in EFL education, namely (1) enabling human-like conversations, (2) providing personalized real-time feedback or instructions, (3) translating images into English text, (4) generating personalized learning content and tasks, and (5) recognizing and analyzing emotions. The first three affordances are more frequently used and have shown promising effects on improving students’ behavioral, cognitive, and affective learning outcomes. Moreover, the findings reveal that emotional support is often integrated with cognitive support; providing emotional support alone may not be enough to support student learning. Meanwhile, providing cognitive support alone can enhance both affective and cognitive learning outcomes. Finally, attention should be paid to the factors that might influence the adoption and effects of emotional AI in EFL education.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"126 ","pages":"Article 103478"},"PeriodicalIF":4.9,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24002604/pdfft?md5=e18a712400c64f718e5d1c7c3ebbdccd&pid=1-s2.0-S0346251X24002604-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142163138","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 EFL teachers’ emotional experiences and adaptive expertise in the context of AI advancements: A positive psychology perspective 探索人工智能进步背景下 EFL 教师的情感体验和适应性专业知识：积极心理学视角

IF 4.9 1区文学

System Pub Date : 2024-09-09 DOI: 10.1016/j.system.2024.103463

Yanhong Liu , Pengyun Chang

{"title":"Exploring EFL teachers’ emotional experiences and adaptive expertise in the context of AI advancements: A positive psychology perspective","authors":"Yanhong Liu , Pengyun Chang","doi":"10.1016/j.system.2024.103463","DOIUrl":"10.1016/j.system.2024.103463","url":null,"abstract":"<div><p>The rapid advancements in Artificial Intelligence (AI) are reshaping language education, raising concerns about the professional future of English as a Foreign Language (EFL) teachers. While existing literature often highlights the effectiveness of AI tools, it tends to overlook their impact on teachers' relevant expertise development and emotional experiences. This longitudinal study addresses this gap by exploring EFL teachers' emotional landscapes and adaptive expertise development through the lens of positive psychology. Employing thematic analysis, the study draws on data from three rounds of semi-structured interviews with ten EFL teachers, complemented by students' post-class reflections and classroom observations. The findings highlight the pivotal role of positive emotions in EFL teachers' professional development, revealing a dynamic, non-linear interaction between positive and negative emotions as teachers navigate AI-integrated language education. This emotional interplay is significantly influenced by teachers' social connections and professional backgrounds. The study underscores the need for institutional support systems that promote positive emotions and enhance teachers' digital literacy. By deepening our understanding of EFL teachers’ emotional experiences and professional growth within the AI-integrated educational context, this study offers valuable insights for designing targeted interventions and curriculum reforms that foster effective collaboration between human and AI intelligence in global education.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"126 ","pages":"Article 103463"},"PeriodicalIF":4.9,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158159","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

Predictors of foreign language proficiency: Emotion regulation, foreign language enjoyment, or academic stress? 外语水平的预测因素：情绪调节、外语乐趣还是学习压力？

IF 4.9 1区文学

System Pub Date : 2024-09-06 DOI: 10.1016/j.system.2024.103462

Nada A. Alqarni

{"title":"Predictors of foreign language proficiency: Emotion regulation, foreign language enjoyment, or academic stress?","authors":"Nada A. Alqarni","doi":"10.1016/j.system.2024.103462","DOIUrl":"10.1016/j.system.2024.103462","url":null,"abstract":"<div><p>Despite recent interest in language learners' psychology, a noticeable gap remains in understanding the effects of a range of psychological factors, such as emotion-regulation (ER) strategies (i.e. cognitive reappraisal and expressive suppression), foreign-language enjoyment (FLE), and perceived academic stress (PAS) on foreign-language learners’ proficiency. To address this gap, this study collected quantitative data from 215 undergraduate Saudi students studying English as a foreign language (EFL). A partial least squares structural equation modelling approach was used to construct and test a hypothesised structural model of the direct and indirect effects of ER, FLE, and PAS on EFL proficiency. The findings indicate that FLE and PAS positively predict high EFL proficiency. ER strategies do not directly influence EFL proficiency, but do so indirectly through FLE and PAS. The findings also reveal that the adoption of cognitive reappraisal predicts high levels of FLE and PAS, whereas the adoption of expressive suppression predicts lower PAS without reducing FLE. The findings indicate a complex and evolving relationship between the positive and negative emotions of language learners, which can influence their progress in language learning both directly and indirectly.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"126 ","pages":"Article 103462"},"PeriodicalIF":4.9,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148561","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

Symphony with noises and keynotes: Effective feedback process in L2 postgraduate academic writing from a teacher feedback literacy perspective 嘈杂与基调的交响乐：从教师反馈素养的角度看研究生学术写作中的有效反馈过程

IF 4.9 1区文学

System Pub Date : 2024-09-05 DOI: 10.1016/j.system.2024.103464

Linlin Xu , Jiehui Hu , Yang Su , Xuemei Chen

{"title":"Symphony with noises and keynotes: Effective feedback process in L2 postgraduate academic writing from a teacher feedback literacy perspective","authors":"Linlin Xu , Jiehui Hu , Yang Su , Xuemei Chen","doi":"10.1016/j.system.2024.103464","DOIUrl":"10.1016/j.system.2024.103464","url":null,"abstract":"<div><p>While teacher feedback literacy has garnered increasing scholarly interest, much discussion has centred on teachers’ perspectives, overlooking students’ insights into teacher feedback literacy in enhancing their learning (and writing). To address this issue, this study draws on the effective feedback process recognised by the teacher and students within the same L2 postgraduate academic writing class, exploring the key teacher competencies that compose and contextualise teacher feedback literacy. The analysis of individual interviews with the teacher and nine students, 150 students’ self-reflections and classroom observations informs the development of a two-dimension framework with six key competencies contributing to teacher feedback literacy. The first is autonomous dimension, which includes three teacher competencies characterised by ‘collaboration’, ‘reflection’ and ‘refinement’, emphasising teachers’ self-governance, continuous improvement and proactivity in designing and enacting feedback practices. The second is facilitative dimension, which encompasses such competencies as facilitating a ‘synergy’, ‘student reflective and critical engagement’ and ‘long-term effects’ of feedback practices, highlighting teachers’ capacity of enabling and guiding the students, and making the feedback process more engaging. The two-dimension framework of teacher competencies suggests a longitudinal perspective of constructing a student-led feedback process that fosters synergic collaborations among human agents and their interactions with feedback resources and artefacts.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"126 ","pages":"Article 103464"},"PeriodicalIF":4.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148599","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

Investigating barriers to implementation of a CLT-based curriculum innovation in iranian secondary education 调查在伊朗中学教育中实施基于语言教学法的课程创新的障碍

IF 4.9 1区文学

System Pub Date : 2024-09-05 DOI: 10.1016/j.system.2024.103473

Abolfazl Khodamoradi

{"title":"Investigating barriers to implementation of a CLT-based curriculum innovation in iranian secondary education","authors":"Abolfazl Khodamoradi","doi":"10.1016/j.system.2024.103473","DOIUrl":"10.1016/j.system.2024.103473","url":null,"abstract":"<div><p>This mixed-methods study explored Iranian English teachers' perceptions of barriers to implementing an innovative CLT-based curriculum in Iranian high school English classes. The sample of the study was composed of three groups: 23 English teachers who participated in semi-structured interviews, 217 English teachers who completed the initial version of the questionnaire for construct validation, and 143 English teachers, including 45 Teaching English as a Foreign Language (TEFL) graduates, 58 beginning teachers, and 40 experienced teachers, who completed the validated questionnaire. The instruments utilized were a semi-structured interview and questionnaire. The thematic analysis of the qualitative data indicated that the barriers were of five core categories related to institutions, culture, learners, teachers, and CLT. The analysis of the quantitative data demonstrated that on the continuum of full/non-implementation, the participants stood considerably away from the full implementation extreme believing that few CLT principles could be implemented. The findings also revealed that the graduates' perceptions of barriers were significantly different from those of beginning teachers and experienced teachers, while no significant difference was observed between the beginning teachers' perceptions and those held by the experienced teachers. It is concluded that there is a huge gap between the curriculum developers' intentions and teachers’ perceptions, both in urgent need of modifications.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"126 ","pages":"Article 103473"},"PeriodicalIF":4.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158158","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 : 2024-08-30 DOI: 10.1016/j.system.2024.103458

Yixi Qiu

引用次数: 0

Freedom and constraints: English learners’ investment in writing through digital multimodal composing 自由与约束：英语学习者通过数字多模态写作进行写作投资

IF 4.9 1区文学

System Pub Date : 2024-08-30 DOI: 10.1016/j.system.2024.103456

Yanhong Zuo

{"title":"Freedom and constraints: English learners’ investment in writing through digital multimodal composing","authors":"Yanhong Zuo","doi":"10.1016/j.system.2024.103456","DOIUrl":"10.1016/j.system.2024.103456","url":null,"abstract":"<div><p>In the field of teaching English as an Additional Language (EAL), digital multimodal composing (DMC) has been increasingly used as a pedagogical approach to support students' writing. While literature highlights DMC has the potential to encourage EAL learners' investment in writing afforded by digital tools, few studies have explored what contextual factors may shape EAL learners' identities in DMC and how they can impact their investment in English writing. This article reports on a qualitative study that investigates the contextual factors that come into play in EAL students' social identity and investment in English writing through DMC in an academic literacy course in China. Through thematic analysis, this study identifies that students' investment in English writing through the DMC project interacted with two major forces in the literacy classroom setting contextualized in the Chinese education system: freedom and constraints. Under such influence, students took on two conflicting identities: free composers and disciplined language learners. Further, I argue that they experienced tensions in these identities. However, the negotiation of the tensions tended to be productive in terms of students’ investment in English writing, which ultimately fostered an enriched understanding of writing.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103456"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096225","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

Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context 通过使用母语和ESP加强EMI学习：在中国跨国教育背景下的混合方法研究

IF 4.9 1区文学

System Pub Date : 2024-08-30 DOI: 10.1016/j.system.2024.103455

Xiao Cui, Chong Wang, Ishamina Athirah Gardiner

{"title":"Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context","authors":"Xiao Cui, Chong Wang, Ishamina Athirah Gardiner","doi":"10.1016/j.system.2024.103455","DOIUrl":"10.1016/j.system.2024.103455","url":null,"abstract":"<div><p>This paper employs a mixed-methods design to investigate the supportive roles of the translanguaging practice, specifically the use of students' First Language (L1), and English for Specific Purposes (ESP) courses within the context of English Medium Instruction (EMI) in a Transnational Education (TNE) program in China. It involved collecting questionnaire responses from 268 undergraduate Chemical Engineering students and conducting 17 follow-up semi-structured interviews. The hierarchical multiple regression analysis revealed students' academic language-related challenges and ESP course performance were two statistically significant predictors of their EMI academic success; academic linguistic challenges and students' L1 use attitudes emerged as significant indicators of their EMI learning self-efficacy. Qualitative data analysis further uncovered students' positive beliefs regarding the bridging effects of L1 use on facilitating their EMI learning and the foundational role of ESP courses in linguistic preparation. These empirical findings lead to significant pedagogical implications, aiming to scaffold effective EMI learning in the investigated context.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103455"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096224","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 presence of translanguaging and its effect on EFL learners’ languaging opportunities in video-based peer editing 基于视频的同伴编辑中翻译语言的存在及其对英语学习者语言机会的影响

IF 4.9 1区文学

System Pub Date : 2024-08-29 DOI: 10.1016/j.system.2024.103452

Abdulrahman Nasser Alqefari

{"title":"The presence of translanguaging and its effect on EFL learners’ languaging opportunities in video-based peer editing","authors":"Abdulrahman Nasser Alqefari","doi":"10.1016/j.system.2024.103452","DOIUrl":"10.1016/j.system.2024.103452","url":null,"abstract":"<div><p>Due to the dearth of research on translanguaging in English as a Foreign Language (EFL) collaborative writing, this paper examined the presence of translanguaging in 10 Saudi EFL dyads’ languaging dialogue in video-mediated peer editing in Google Docs and its effect on their production of language-related episodes (LREs). Four hundred seventy-six LREs were identified and categorized into (1) English-only LREs, (2) Arabic-only LREs, and (3) translanguaging LREs (English-Arabic LREs and Arabic-English LREs). The results revealed that translanguaging occurred in 212 LREs (44.5%) while the remaining LREs were produced through English-only (<em>n</em> = 100; 21%) and Arabic-only (<em>n</em> = 164; 34.5%). Moreover, whereas more elaborate LREs were produced through translanguaging (<em>n=</em>151; 31.7%, <em>M=</em>6.29, <em>SD=</em>5.32), more partial LREs (<em>n=</em>68; 4.3%, <em>M=</em>5.66, <em>SD=</em> 5.49) and limited LREs (<em>n=</em>58; 12.2%, <em>M</em> = 4.83, <em>SD=</em>4.06) were produced entirely in Arabic. The dyads produced more lexical (<em>n=</em>108; 22.7%, <em>M=</em>2.54, <em>SD=</em>2.14) and grammatical LREs (<em>n=</em>60; 12.6%, <em>M=</em>4.50, <em>SD=</em>3.63) through translanguaging whereas more mechanical LREs were produced in Arabic (<em>n</em> = 56; 11.8%, <em>M</em> = 4.66, <em>SD</em> = 4.24). Finally, the languaging outcome varied as the dyads successfully resolved more LREs (<em>n=</em>191; 40%, <em>M=</em>8.04, <em>SD=</em>5.09) through translanguaging. The study offers useful implications for creating opportunities for translingual interactions in video-mediated peer editing.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103452"},"PeriodicalIF":4.9,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096222","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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