IF 4.9 1区文学

System Pub Date : 2025-02-15 DOI: 10.1016/j.system.2025.103621

Mitsuko Tanaka

{"title":"Impact of group work environment and size on L2 motivation in project-based learning","authors":"Mitsuko Tanaka","doi":"10.1016/j.system.2025.103621","DOIUrl":"10.1016/j.system.2025.103621","url":null,"abstract":"<div><div>Group work is often employed in second language (L2) classrooms that focus on project-based learning (PBL). While the significance of group properties in facilitating effective collaboration is widely recognized, the influence of both group size and variations in group work environments on L2 motivation remains inadequately understood within this context. Additionally, although individual learner factors are known to affect L2 motivation, the role of the group work environments in moderating these effects has been less explored. This study aimed to address these gaps by analyzing data from 154 Japanese university students engaged in L2 group work as part of a semester-long PBL framework. The students’ questionnaire responses were analyzed using hierarchical linear modeling, a multilevel analytical approach. The results revealed significant differences in L2 motivation across groups, depending on the quality of the group work environment. However, group size did not influence L2 motivation, nor did the impact of individual differences on L2 motivation vary based on the group work environment. These findings underscore the distinct contributions of both contextual factors and individual characteristics to L2 motivation in a PBL setting.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103621"},"PeriodicalIF":4.9,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420376","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

Technology-enhanced self-regulation training: A dynamic training model to facilitate second language Vietnamese learners’ self-regulated writing skills 技术增强的自我调节训练：一个动态的训练模式，以促进第二语言越南语学习者的自我调节写作技巧

IF 4.9 1区文学

System Pub Date : 2025-02-14 DOI: 10.1016/j.system.2025.103625

Thi Thanh Thao Tran , Qing Ma

{"title":"Technology-enhanced self-regulation training: A dynamic training model to facilitate second language Vietnamese learners’ self-regulated writing skills","authors":"Thi Thanh Thao Tran , Qing Ma","doi":"10.1016/j.system.2025.103625","DOIUrl":"10.1016/j.system.2025.103625","url":null,"abstract":"<div><div>In this mixed-methods study, we investigated the impact of technology-enhanced self-regulation training on the academic writing performance of second language Vietnamese students. Data were gathered from 78 undergraduates attending an academic writing course at a Vietnamese state university. The experimental group underwent 15-week training in technology-enhanced, self-regulated writing processes, while the control group received conventional academic writing instruction with the same duration. Both groups participated in pre- and post-training writing assessments; focus group discussions with selected participants from the experimental group were held to gauge their perception of the technology-enhanced, self-regulated writing training. The quantitative results indicate that the experimental group surpassed the control group in overall writing test scores, sub-component scores (including content, organization, vocabulary, and grammar), and the three facets of lexical richness (i.e., lexical density, sophistication, and diversity). The interview findings suggest that the training improved factors vital for self-regulated writing, including writing confidence, motivation, the use of individualized writing strategies, and technology autonomy. This study demonstrates that second language students can successfully engage with technology-enhanced self-regulation training to improve their self-regulation of academic writing in English. These findings offer valuable insights for second language educators concerning the incorporation of technology-enhanced self-regulation training in their writing instruction.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103625"},"PeriodicalIF":4.9,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446017","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

Task-based language teaching and the timing of written corrective feedback: The role of language aptitude and working memory 任务型语言教学与书面纠正反馈的时机：语言能力和工作记忆的作用

IF 4.9 1区文学

System Pub Date : 2025-02-13 DOI: 10.1016/j.system.2025.103622

Gabriel Michaud (Assistant Professor) , Kim McDonough

{"title":"Task-based language teaching and the timing of written corrective feedback: The role of language aptitude and working memory","authors":"Gabriel Michaud (Assistant Professor) , Kim McDonough","doi":"10.1016/j.system.2025.103622","DOIUrl":"10.1016/j.system.2025.103622","url":null,"abstract":"<div><div>Immediate written corrective feedback (CF) is increasingly popular in second language (L2) classrooms because it allows teachers to provide CF to students while they are writing (Aubrey & Shintani, 2021). However, this can increase cognitive load as students process CF while writing (Kellogg, 1996). Research indicates that working memory's role varies with different types of CF (Li & Roshan, 2019). Grounded in Task-Based Language Teaching, which emphasizes meaningful communication and task engagement (Ellis, 2003), this study examined the influence of working memory and language aptitude on the effectiveness of immediate and delayed CF during collaborative writing tasks. Seventy-six university students learning French as an L2 participated in two collaborative writing tasks under three conditions, focusing on the French past tense. The first group received immediate written CF with metalinguistic comments during writing, the second received the same CF one week later, and the third, a task-only group, did not receive any CF. Furthermore, students individually wrote three texts as pretests, immediate posttests, and delayed posttests, and completed the LLAMA F test for language aptitude and a backwards digit span task for working memory. Results indicated that working memory predicted posttest performance only for the immediate CF group. For the delayed CF group, higher language aptitude negatively predicted posttest performance.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103622"},"PeriodicalIF":4.9,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446016","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 : 2025-02-13 DOI: 10.1016/j.system.2025.103614

Zheng Gu , Xuesong (Andy) Gao

引用次数: 0

If only I had selected a different job: Exploring causes, consequences, and profiles of language teacher regret 如果我选择了一份不同的工作就好了：探索语言教师后悔的原因、后果和概况

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103624

Fattaneh Alirezaei Alavijeh, Nourollah Zarrinabadi

引用次数: 0

Strengthening the nexus of research and practice in CELTA pronunciation instruction 加强CELTA语音教学中研究与实践的联系

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103623

Arizio M. Sweeting, Michael D. Carey

引用次数: 0

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103615

Shiyuan Wen, Yue Zhang

引用次数: 0

Exploring language teacher roles at a higher education context through the lens of critical pedagogy: Transmission or transformation? 从批判教育学的视角探讨高等教育背景下的语言教师角色：传递还是转变？

IF 4.9 1区文学

System Pub Date : 2025-02-12 DOI: 10.1016/j.system.2025.103613

Büşra Müge Özdil , Emre Debreli

{"title":"Exploring language teacher roles at a higher education context through the lens of critical pedagogy: Transmission or transformation?","authors":"Büşra Müge Özdil , Emre Debreli","doi":"10.1016/j.system.2025.103613","DOIUrl":"10.1016/j.system.2025.103613","url":null,"abstract":"<div><div>This study explores assumed and practiced roles of language teachers at a higher education institute based on Kumaravadivelu's (2003) categorization of teachers as passive technicians, reflective practitioners, and transformative intellectuals. It dwells on the characteristics of the language teachers’ teaching philosophies along with these views' translation into practice. The extent to which the teaching philosophies of the participants and their classroom reality correspond to each other has also been focused on. Data were collected from ten language instructors through reflection journals, classroom observations, field notes, and semi-structured interviews. The findings revealed that the instructors took over diverse roles in their teaching philosophies and relevant practices. While their teaching philosophies can be linked to the reflective practitioner understanding predominantly, their daily reality showed several tendencies to the role of passive technicians. There are also a few areas where there is firm agreement with the role of passive technicians, which can be categorized as engaging in research and power distribution in the classroom.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103613"},"PeriodicalIF":4.9,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388000","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 scoping review of studies in informal second language learning: Trends in research published between 2000 and 2020 非正式第二语言学习研究的范围综述：2000年至2020年发表的研究趋势

IF 4.9 1区文学

System Pub Date : 2025-02-11 DOI: 10.1016/j.system.2024.103541

Meryl Kusyk , Henriette L. Arndt , Marlene Schwarz , Kossi Seto Yibokou , Mark Dressman , Geoffrey Sockett , Denyze Toffoli

{"title":"A scoping review of studies in informal second language learning: Trends in research published between 2000 and 2020","authors":"Meryl Kusyk , Henriette L. Arndt , Marlene Schwarz , Kossi Seto Yibokou , Mark Dressman , Geoffrey Sockett , Denyze Toffoli","doi":"10.1016/j.system.2024.103541","DOIUrl":"10.1016/j.system.2024.103541","url":null,"abstract":"<div><div>In recent years, research interest in second language use and acquisition beyond the classroom has grown considerably. However, terminological confusion and definitional differences have made it difficult to compare findings and discover trends across studies, and more broadly synthesise new insights and developments. Therefore, this scoping review is intended to provide an overview of when, where, why, and how research on informal language learning (ISLL) research has evolved between 2000 and 2020. We select, describe, and synthesise 206 publications in order to summarise key issues in the theoretical and empirical ISLL literature during this time. We explore the variables, learner populations, and languages that have been studied; research designs, methodological and analytical approaches; and the theoretical frameworks and terminology which have been employed to describe ISLL and situate it within the broader field of second language acquisition (SLA). We synthesise findings related to students’ engagement in ISLL and its relationship to developing language proficiency as well as to variables such as learner characteristics, motivation and affective factors. We discuss suggested applications of these findings for pedagogy and broader SLA research, and conclude by reflecting on current issues in the existing ISLL literature while also considering areas for potential future development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103541"},"PeriodicalIF":4.9,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143379070","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

GenAI as a translation assistant? A corpus-based study on lexical and syntactic complexity of GPT-post-edited learner translation GenAI做翻译助理？基于语料库的gpt后编辑学习者翻译词汇和句法复杂性研究

IF 4.9 1区文学

System Pub Date : 2025-02-10 DOI: 10.1016/j.system.2025.103618

Ho Ling Kwok, Yining Shi, Han Xu, Dechao Li, Kanglong Liu

{"title":"GenAI as a translation assistant? A corpus-based study on lexical and syntactic complexity of GPT-post-edited learner translation","authors":"Ho Ling Kwok, Yining Shi, Han Xu, Dechao Li, Kanglong Liu","doi":"10.1016/j.system.2025.103618","DOIUrl":"10.1016/j.system.2025.103618","url":null,"abstract":"<div><div>The advent of generative artificial intelligence (GenAI) models, most notably ChatGPT in late 2022, marked a significant milestone in AI development, attracting widespread attention from various research fields. Among its emerging applications, GenAI demonstrates potential in translation education. This study examines the role of GenAI as a post-editing assistant in learner translation by comparing the lexical and syntactic complexity of second language (L2) translations produced by Hong Kong students, with and without post-editing by GPT. The analysis revealed that GPT post-editing improved lexical complexity in learner translations, though its effect on syntactic complexity was inconsistent. While GPT post-editing resulted in longer clauses, more complex nominals, and an increased use of coordinate phrases, non-edited translations featured greater subordination and more verbal structures. These findings suggest that GenAI holds promise in enhancing translation practice but also highlight the need for critical AI literacy to ensure effective use in translation education, particularly in advancing students’ linguistic and instrumental competence.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"130 ","pages":"Article 103618"},"PeriodicalIF":4.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420375","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

System最新文献