IF 4.9 1区文学

System Pub Date : 2025-02-27 DOI: 10.1016/j.system.2025.103640

Xinjie Chen , Zhenyi Zhou , Zhihui Cai

引用次数: 0

Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis 十年来应用语言学定量研究文章的报告实践：方法论综合

IF 4.9 1区文学

System Pub Date : 2025-02-27 DOI: 10.1016/j.system.2025.103627

Fahimeh Marefat , Mohammad Hassanzadeh , Sina Noureddini , Mostafa Ranjbar

{"title":"Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis","authors":"Fahimeh Marefat , Mohammad Hassanzadeh , Sina Noureddini , Mostafa Ranjbar","doi":"10.1016/j.system.2025.103627","DOIUrl":"10.1016/j.system.2025.103627","url":null,"abstract":"<div><div>The standards for quantitative second language (L2) research paradigm are becoming increasingly stringent. Meanwhile, the purpose of methodological synthesis is to describe, examine, and appraise field-wide practices to augment the quality of future research. The current study strove to follow this line of inquiry by examining study quality and reporting practices in 382 experimental research articles (RAs) from seven international journals with an eye to any evolving pattern over time. In so doing, an integrated-moderated coding scheme was created. Then, the frequency counts and all related practices for the period between 2011 and 2021 were documented. The overall analysis revealed substantial adherence to methodological quality standards, including the reporting of sample size, pretesting, as well as descriptive and inferential statistics. Nevertheless, issues such as inadequate integration of probability sampling, delayed posttesting, advanced statistical techniques, and data-accountable graphs were evident as well, albeit slightly improving over time. Findings are expected to enhance the methodological awareness of L2 researchers as well as those who aspire to adopt a holistic and collaborative approach to methodological syntheses.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103627"},"PeriodicalIF":4.9,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143511844","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

Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration 培养语言教师教育研究与实践的联系：多民族志探索

IF 4.9 1区文学

System Pub Date : 2025-02-27 DOI: 10.1016/j.system.2025.103642

Anwar Ahmed , Brian Morgan

{"title":"Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration","authors":"Anwar Ahmed , Brian Morgan","doi":"10.1016/j.system.2025.103642","DOIUrl":"10.1016/j.system.2025.103642","url":null,"abstract":"<div><div>This article addresses the research-practice divide in education, with a particular focus on language teacher education. In line with this special issue, we see disciplinary value in the concept of “nexus” to describe the dynamic relationship between research and practice, offering a more nuanced framework than traditional dichotomies. After introducing the notion of nexus, we briefly explore the distinction between education and education<em>al</em> research before outlining duoethnography as our methodology. Our central aim is to challenge the prevailing positivistic approaches to research, which prioritize causal generalizations and “what works” models, and to advocate instead for duoethnography – a more conversational and interpretive approach in support of research utilization. Duoethnography is a dialogic and iterative methodology, which enables us to juxtapose our life histories and lived experiences to interrogate our shared topic of interest. This approach generates multiple, often contested understandings of phenomena, foregrounding difference and multivocality. Through our duoethnographic analysis, we argue for the development of critical research literacy among prospective teachers to foster a sustainable and pedagogically meaningful nexus of research and practice. Rather than providing a prescriptive blueprint, we invite readers to engage actively and critically with research by embracing its complexity and interpretive nature.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103642"},"PeriodicalIF":4.9,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551699","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 : 2025-02-26 DOI: 10.1016/j.system.2025.103628

Milltin Hanming Tian, Ying Chen

引用次数: 0

Becoming teacher-researchers through action research: The experiences of Chinese language teacher candidates in a cross-cultural context 通过行动研究成为教师研究者：跨文化背景下汉语教师候选人的经验

IF 4.9 1区文学

System Pub Date : 2025-02-22 DOI: 10.1016/j.system.2025.103632

Suling Yang , Jinghe Han

{"title":"Becoming teacher-researchers through action research: The experiences of Chinese language teacher candidates in a cross-cultural context","authors":"Suling Yang , Jinghe Han","doi":"10.1016/j.system.2025.103632","DOIUrl":"10.1016/j.system.2025.103632","url":null,"abstract":"<div><div>This study is situated in the problematic context where research and practice are divisive due to the dominant epistemological positioning of school teachers being trained for teaching and tertiary academics for research. It explores the experiences of two teacher candidates' becoming teacher-researchers through action research in a cross-cultural context. This is retrospective research. The participants were enrolled in a Sino-Australian language teacher-researcher education program for their Master of Education Degree. The data were collected from them through multiple interviews and documentation at the stage of their early career teaching after the completion of their degree study. The researchers took an integrated lens of narrative psychology and ecological approach as theoretical stance. Through thematic analysis, a few key findings emerged. First, the teacher candidates’ identity-agency in becoming teacher-researchers experienced emerging, strengthening, and sustaining phases. Second, experiences central to the development of their teacher-researcher identity-agency encompassed their educational background, the benefits of action research internalized through the program, and their engagement in knowledge communities. Third, internal and external forces intertwined and influenced their involvement in knowledge communities, thereby steering the evolution of their identity-agency. This research is expected to provide insight into the landscapes of future language teacher-researcher education.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103632"},"PeriodicalIF":4.9,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143527095","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

Conceptualising the actual L2 self into the L2 motivational self system 将实际的第二语言自我概念化为第二语言动机自我系统

IF 4.9 1区文学

System Pub Date : 2025-02-22 DOI: 10.1016/j.system.2025.103620

Xiao Hu , Yuying Zhang , Mairin Hennebry-Leung

{"title":"Conceptualising the actual L2 self into the L2 motivational self system","authors":"Xiao Hu , Yuying Zhang , Mairin Hennebry-Leung","doi":"10.1016/j.system.2025.103620","DOIUrl":"10.1016/j.system.2025.103620","url":null,"abstract":"<div><div>L2 motivation research has given considerable attention to possible L2 selves. The actual L2 self also plays a significant role in shaping L2 motivation, yet the concept of the actual L2 self is still not clearly defined. The present study examined the nature of the actual L2 self and its relationship with possible L2 selves through the person-in-context relational (PCR) view (Ushioda, 2009). Employing the visual methods (Magid & Chan, 2012), this study gathered picture-drawings that captured the L2 selves of 179 Chinese secondary year one English as foreign language learners from diverse instructional contexts, the majority of whom were 13 years old. Classroom observations, stimulated recall interviews, and semi-structured interviews were then conducted among 18 focal participants in one academic year to investigate their L2 selves and the contextual influences on their L2-self perceptions. The findings indicate that students’ actual L2 selves mainly consist of (i) English competence; (ii) identity; and (iii) attitudes towards English learning. The construction of the actual L2 selves vary across diverse learning experiences and instructional contexts. The study discusses the implications for theorising the actual L2 self and ways to support L2 learners by fostering the development of their actual L2 selves.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103620"},"PeriodicalIF":4.9,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143471595","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

“I am feeling alive again”: Transformative learning between two female transnational scholars of color through duoethnography “我又活过来了”：两位有色人种女性跨国学者通过多元人种学进行的变革性学习

IF 4.9 1区文学

System Pub Date : 2025-02-21 DOI: 10.1016/j.system.2025.103631

Gyewon Jang , Mahboubeh Rakhshandehroo

{"title":"“I am feeling alive again”: Transformative learning between two female transnational scholars of color through duoethnography","authors":"Gyewon Jang , Mahboubeh Rakhshandehroo","doi":"10.1016/j.system.2025.103631","DOIUrl":"10.1016/j.system.2025.103631","url":null,"abstract":"<div><div>In this study, we, two transnational female scholars of color, explore the dynamics of intercultural interactions initiated through pedagogical collaboration in teaching Collaborative Online International Learning (COIL) courses. Initially focused on our students, our collaboration evolved into a profound exchange as we developed a genuine desire to connect and learn from each other, despite being strangers. From July 2022 to March 2024, we engaged in duoethnographic dialogues, examining our intersecting identities and experiences across time, space, and context. Drawing on critical interculturality, we explored how these conversations deepened our understanding of selves in relation to diverse others, including colleagues, students, and the broader global society. Our findings reveal that these conversations, serving as a site for critical friendship and co-mentorship, enabled us to develop critical reflexive approaches to confront our disparities, inequalities, and vulnerabilities within and across our identities as women and ‘non-native’ English speakers in English-medium higher education settings in the U.S. and Japan. This collaborative practice transformed us into critically engaged intercultural selves. Our study illustrates the potential of duoethnography as a powerful tool for promoting critical interculturality among educators and scholars, fostering both intellectual growth and personal and collective transformation.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103631"},"PeriodicalIF":4.9,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143473940","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 role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production 任务重复在塑造二语写作自我效能、二语写作焦虑和二语写作产出中的作用

IF 4.9 1区文学

System Pub Date : 2025-02-21 DOI: 10.1016/j.system.2025.103629

Mahmoud Abdi Tabari , Seyyed Ehsan Golparvar , Sima Khezrlou

{"title":"The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production","authors":"Mahmoud Abdi Tabari , Seyyed Ehsan Golparvar , Sima Khezrlou","doi":"10.1016/j.system.2025.103629","DOIUrl":"10.1016/j.system.2025.103629","url":null,"abstract":"<div><div>Previous studies on task repetition (TR) shed light on its role in enhancing L2 task performance. However, the role of TR in L2 writing remains unexplored, and past research has mainly focused on cognitive aspects, neglecting affective individual differences (IDs), such as anxiety and self-efficacy. This study investigates TR's impact on L2 writing self-efficacy, L2 writing anxiety, and L2 written production. A hundred L2 learners at a US university completed initial questionnaires about general L2 writing anxiety and self-efficacy. They performed a written argumentative task, repeating it three times at one-week intervals. Essays at four-time points were analyzed for syntactic complexity, accuracy, lexical complexity, and fluency (CALF), as well as content and organization, and triangulated with questionnaire data using linear mixed-effects modeling. The results showed that TR significantly increased writing self-efficacy over time. The relationship between writing anxiety and writing self-efficacy was non-linear; specifically, as writing anxiety increased, writing self-efficacy decreased, and vice versa. TR also enhanced lexical diversity (MTLD) over time. Increased self-efficacy positively influenced sub-clausal complexity (DC/T) but reduced writing fluency (WPM), while higher writing anxiety decreased lexical sophistication. Finally, TR and the growth of general writing anxiety and self-efficacy did not influence the development of content and organization scores.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103629"},"PeriodicalIF":4.9,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143473941","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

Fun, money, and mom: Japanese EMI students’ desire to study abroad 乐趣、金钱和妈妈：日本EMI学生的留学愿望

IF 4.9 1区文学

System Pub Date : 2025-02-20 DOI: 10.1016/j.system.2025.103619

Allie Spencer Patterson , Thomas Brotherhood , Gene Thompson

{"title":"Fun, money, and mom: Japanese EMI students’ desire to study abroad","authors":"Allie Spencer Patterson , Thomas Brotherhood , Gene Thompson","doi":"10.1016/j.system.2025.103619","DOIUrl":"10.1016/j.system.2025.103619","url":null,"abstract":"<div><div>This study explores trends in desire to study abroad and factors that mediate this desire for Japanese students in an English medium instruction (EMI) context. Prior research has shown L2 skill development as the strongest mediating factor driving desire to study abroad for L2 learners in Japan, and Japanese government statistics have identified a nationwide decrease in motivation to study abroad. However, whether these trends and mediating factors extend to higher proficiency EMI students has yet to receive attention in the literature. To address this, first, longitudinal multiple regression on six years of data found that desire to study abroad was not declining over time within this context in contrast with government statistics. Second, in an iterative mixed methods study, comparative fun (i.e., greater potential fun in comparison to staying home) was found to be the strongest predictor of desire to study abroad alongside experiential fun, parental influence, and financial considerations. L2 variables were found to only play a minor role in EMI students' desire to study abroad. These findings may suggest that when students have achieved their language skill goals through EMI study, affective, and financial considerations mediate their desire to study abroad instead of further L2 development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103619"},"PeriodicalIF":4.9,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143452906","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

Testing university students’ morphological awareness of English as a second-language 大学生英语作为第二语言的词形意识测试

IF 4.9 1区文学

System Pub Date : 2025-02-17 DOI: 10.1016/j.system.2025.103626

Lieke Stoffelsma , Isaac N. Mwinlaaru , Wilbert Spooren

{"title":"Testing university students’ morphological awareness of English as a second-language","authors":"Lieke Stoffelsma , Isaac N. Mwinlaaru , Wilbert Spooren","doi":"10.1016/j.system.2025.103626","DOIUrl":"10.1016/j.system.2025.103626","url":null,"abstract":"<div><div>The recent surge in the morphological awareness literature targeting ESL university students has two limitations: most studies come from Asia, and measures used lack validation within ESL university contexts. The present study expands ESL research towards Africa. We investigated whether linguistic measures of morphological knowledge, normed on monolingual American students, can produce reliable and valid scores when used among English second-language (ESL) students in Ghana. 454 ESL university students completed the Nonword Sentence Completion task (NWSC) and the Derivational Suffix Task (DST). Results show that the NWSC task, although relatively easy, proved a reliable and valid test for Ghanian ESL students. The DST was reliable, but not sufficiently valid. Additionally, morphosyntactic features of the test items were analysed in relation to the results. Our expectation that items with simple morphosyntactic characteristics are easier than those with complex morphosyntactic characteristics was not confirmed, suggesting that the effect of morphosyntactic variables on linguistic complexity in derived words (lexical density, word frequency, sentence length, levels of shift) may be due to the measurement tasks used in this study. The study proposes a framework as to how existing language tests (in any language), developed for L1 populations, can be normed in L2 regions.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103626"},"PeriodicalIF":4.9,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143479348","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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