IF 4.9 1区文学

System Pub Date : 2024-08-29 DOI: 10.1016/j.system.2024.103454

Hanieh Shafiee Rad, Javad Alipour, Aliakbar Jafarpour, Mahmood Hashemian

{"title":"Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction","authors":"Hanieh Shafiee Rad, Javad Alipour, Aliakbar Jafarpour, Mahmood Hashemian","doi":"10.1016/j.system.2024.103454","DOIUrl":"10.1016/j.system.2024.103454","url":null,"abstract":"<div><p>This study explored the impact of adaptive learning (AL) and digital literacy (DL) instruction on L2 learners' writing skills and motivation. The study explored the potential of DL instruction within AL contexts to enhance L2 writing and motivation. A total of 93 students at an intermediate level of proficiency were randomly assigned to two experimental groups (AL-enhanced or EG1, and AL-enhanced supported by DL instruction or EG2) and a control group (a technology-enhanced non-AL group). The study used writing tasks, self-determination theory (SDT) questionnaire, DL questionnaire, and semi-structured interviews as instruments for data collection. Findings indicated that AL significantly influences participants' writing outcomes and SDT compared to the control group. Furthermore, the use of DL instruction within AL environments enhances DL skills, writing outcomes, and self-determination motivation. Qualitative results also suggest a positive effect of AL and DL instruction on students' writing skills and SDT. Finally, findings indicate that integration of AL and DL instruction could enhance students' engagement, autonomy, and motivation, thereby positively impacting their overall learning experience. Findings highlight the significance of integrating AL and DL instruction to enhance students' writing, SDT, and overall learning experience, thereby preparing them for the digital age.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103454"},"PeriodicalIF":4.9,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096223","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

Fostering a translingual framework in teacher education focused on pragmatics: Identity and the multilingual turn in pragmatics pedagogy 在以语用学为重点的师范教育中培养跨语言框架：语用学教学法中的身份认同与多语转向

IF 4.9 1区文学

System Pub Date : 2024-08-28 DOI: 10.1016/j.system.2024.103457

Noriko Ishihara

{"title":"Fostering a translingual framework in teacher education focused on pragmatics: Identity and the multilingual turn in pragmatics pedagogy","authors":"Noriko Ishihara","doi":"10.1016/j.system.2024.103457","DOIUrl":"10.1016/j.system.2024.103457","url":null,"abstract":"<div><p>As part of the multilingual turn in applied linguistics, practices in teacher education for L2 pragmatics should be reconsidered to highlight the interconnection between identity and pragmatics and explore ways to support learners' and teachers' multilingualism through pragmatics instruction. This paper aims to provide an overview of second language (L2) pragmatics research informed by a multilingual or translingual framework and to illustrate how teacher education can integrate its basic tenets into teachers’ professional development so that multicompetence can become a prominent goal in the teaching and assessment of pragmatic competence rather than monolingual native-speakerism.</p><p>Although language teachers are often multilingual themselves, they may not readily see the potential of their own hybrid identities under the influence of a dominant monolingual ideology and thus may not spontaneously foster learners' multicompetence. Through an example of collaborative interactions in a teacher development course centered on pragmatics instruction, this paper will explore how teachers can jointly mediate their metapragmatic awareness while engaging in translingual pedagogy and strategically leverage their own translingual identity as pedagogy in teaching pragmatics. The paper will conclude by identifying three approaches to translingual pedagogy in pragmatics-focused instruction that acknowledges learners' and teachers’ multilingual repertoire and legitimatizes their voices, languages, and knowledge construction. (200 words).</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103457"},"PeriodicalIF":4.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089202","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

Motivation and self-regulated learning profiles: A person-centered perspective of English learning and achievement in an Asia context 学习动机和自我调节学习概况：从以人为本的角度看亚洲背景下的英语学习和成就

IF 4.9 1区文学

System Pub Date : 2024-08-28 DOI: 10.1016/j.system.2024.103448

Youyan Nie, Baoqi Sun, Feng Xiong

引用次数: 0

Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study 从文化信息积极心理学的视角探索中国 EMI 讲师的教学参与：干预研究

IF 4.9 1区文学

System Pub Date : 2024-08-26 DOI: 10.1016/j.system.2024.103444

Yue Ma , Jinghe Han , Scott Smith

{"title":"Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study","authors":"Yue Ma , Jinghe Han , Scott Smith","doi":"10.1016/j.system.2024.103444","DOIUrl":"10.1016/j.system.2024.103444","url":null,"abstract":"<div><p>This research is situated in the context of English Medium Instruction (EMI) teaching in higher education. The importance of lecturers' skilled implementation of engagement strategies to enhance students' learning is acknowledged. However, literature identifies a need for theoretically informed professional development (PD) programs to improve EMI lecturers' pedagogical engagement. In light of the identified concerns and issues, an intervention, drawing on a pedagogical engagement framework informed by positive psychology, was implemented and reported in this paper. The intention of the study was to contribute to the development of Chinese EMI lecturers' engagement portfolios. A group of twenty-five EMI lecturers in a South China university participated in the study. Through analysing their pre- and post-intervention teaching data and a focus group discussion, it was found that the quality of their cognitive engagement, and the quality of their emotional and behavioral engagement episodes in practice were noticeably improved. It can be concluded that an intensive intervention through a theoretically informed engagement framework contributes to EMI lecturers' pedagogical commitment to students' cognitive learning, and psychological investment in learners’ well-being. However, cultural and institutional factors somewhat constrained the participants from fully embracing the workshops, impacting their perception and post-intervention practice.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103444"},"PeriodicalIF":4.9,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24002264/pdfft?md5=247b56280e63232fd49b5e5945beb6d1&pid=1-s2.0-S0346251X24002264-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076792","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

Affording pragmatics-focused training for language teachers: The case of L2 Mandarin Chinese 为语言教师提供注重语用学的培训：汉语第二语言的案例

IF 4.9 1区文学

System Pub Date : 2024-08-23 DOI: 10.1016/j.system.2024.103447

Li Yang

{"title":"Affording pragmatics-focused training for language teachers: The case of L2 Mandarin Chinese","authors":"Li Yang","doi":"10.1016/j.system.2024.103447","DOIUrl":"10.1016/j.system.2024.103447","url":null,"abstract":"<div><p>This study reported the design and implementation of a 16-week graduate seminar on second language (L2) pragmatics offered for 14 graduate teaching assistants (GTAs) who were teaching various target languages as teachers of record at a US public university. Grounded in the explicit awareness-raising approach, the seminar was designed to increase the GTAs' pragmatic knowledge, promote their cross-cultural pragmatic awareness, and facilitate their teaching and researching of pragmatics. Specifically, the training comprised four modules: key concepts in pragmatics, cross-cultural pragmatics, L2 pragmatics, and instructional pragmatics. With the recent advances in technology, the guidelines and practices for effectively designing web-based pragmatic materials were also incorporated. One of the GTAs, who was a native speaker of Mandarin Chinese and taught the language in the program, was observed as a focal participant to track the development of her pragmatic knowledge and application. Overall, the participants' positive evaluation ratings and comments on the seminar, as well as the focal Chinese GTA's demonstrated knowledge and application in pragmatics over time, suggest that the pragmatics-focused training is beneficial to cultivate the GTAs' professional knowledge and qualities in delivering pragmatics instruction.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103447"},"PeriodicalIF":4.9,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142050088","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 : 2024-08-21 DOI: 10.1016/j.system.2024.103449

Vu Phi Ho Pham

引用次数: 0

A “positive” turn in heritage language education: Multilingual children's voices on language learner well-being 遗产语言教育的 "积极 "转变：多语种儿童对语言学习者福祉的看法

IF 4.9 1区文学

System Pub Date : 2024-08-20 DOI: 10.1016/j.system.2024.103446

Yue Zhou, Yongcan Liu

{"title":"A “positive” turn in heritage language education: Multilingual children's voices on language learner well-being","authors":"Yue Zhou, Yongcan Liu","doi":"10.1016/j.system.2024.103446","DOIUrl":"10.1016/j.system.2024.103446","url":null,"abstract":"<div><p>This paper presents the first empirical attempt to understand language learner well-being in the context of heritage language (HL) learning. Adopting a positive psychology perspective, the research investigates the well-being experiences of Chinese heritage language (CHL) children to explore what flourishing means in HL learning. Data were collected from multimodal focus groups with 40 young CHL learners in the UK, involving a well-being exercise, a drawing activity, and semi-structured discussions. Following an appreciative inquiry approach, the findings indicate that HL learners' well-being revolves around “feeling good,” “doing well,” and “being connected,” including six essential components: positive emotions, affirmative self, perceived competence, active engagement, supportive relations, and diasporic connections. By centring young learners’ perspectives, we propose a multidimensional framework representing different aspects of their flourishing in the journey of HL development, which informs further theorisation of HL learner well-being as multifaceted, interconnected, and contextual. By shifting the emphasis from linguistic achievement to a more holistic approach that prioritises the socio-emotional wellness of HL learners, we also seek to instigate a “positive” turn in HL education which provides an intellectual basis for the design, implementation, and evaluation of future HL interventions with significant policy implications.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103446"},"PeriodicalIF":4.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24002288/pdfft?md5=97f6be051d2f30de8727a74b254ddf0b&pid=1-s2.0-S0346251X24002288-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142012184","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

EFL students’ writing achievement via the execution of scaffolding strategies instruction 通过实施支架策略教学提高英语语言学生的写作水平

IF 4.9 1区文学

System Pub Date : 2024-08-20 DOI: 10.1016/j.system.2024.103439

Seyidu Kemal Hassen, Ebabu Tefera Adugna, Yenus Nurie Bogale

{"title":"EFL students’ writing achievement via the execution of scaffolding strategies instruction","authors":"Seyidu Kemal Hassen, Ebabu Tefera Adugna, Yenus Nurie Bogale","doi":"10.1016/j.system.2024.103439","DOIUrl":"10.1016/j.system.2024.103439","url":null,"abstract":"<div><p>This paper examined the effects of scaffolding strategies instruction on EFL students' writing achievement, and its consistency in writing sub-skills. The study followed a pretest-posttest quasi-experimental design, and data were collected from 48 students in each comparison and experimental group. Results from paired-samples <em>t</em>-test confirmed a significant writing achievement score difference between the pretest and posttest for the experimental group (p = .001), but an insignificant difference for the comparison group (p = .426). Independent-sample <em>t</em>-test of post-test yielded a significant difference between the two groups favoring the experimental class (p = .001). The findings verified scaffolding teaching's feasibility for improving students' writing. Results from MANOVA proved writing sub-skills content, vocabulary, grammar, mechanics and organization jointly account for significant variance between comparison and experimental groups writing. Separate results of the variables revealed composing relevant content as the stronger predictor (F (1, 94) = 35.08, p = .001), but no mechanics' use disparity between the two groups, F (1, 94) = .42, p = .520. The findings verified the scaffolding strategies' substantial role in enhancing learners' overall writing achievement and all writing sub-skills except for mechanics. Results from the questionnaire showed participants' positive perceptions about scaffolding strategies instruction. Based on the findings, we recommend scaffolding strategies teaching for EFL students' writing improvements.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103439"},"PeriodicalIF":4.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142012183","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

Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms: A structural equation modeling analysis 智能课堂中英语语言学生的自我调节学习策略、自我效能感和学习参与度：结构方程模型分析

IF 4.9 1区文学

System Pub Date : 2024-08-19 DOI: 10.1016/j.system.2024.103451

Jinfen Xu, Juan Li, Jiaqi Yang

{"title":"Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms: A structural equation modeling analysis","authors":"Jinfen Xu, Juan Li, Jiaqi Yang","doi":"10.1016/j.system.2024.103451","DOIUrl":"10.1016/j.system.2024.103451","url":null,"abstract":"<div><p>Smart classrooms have become increasingly prevalent in the domain of foreign language education. However, students' EFL learning in smart classrooms, especially their self-regulated learning (SRL) strategies, self-efficacy, and learning engagement during the process, remains understudied. Given the significant impact of these factors on students' academic achievement, this study applied a quantitative method to first clarify their respective factor structures, on the basis of which the links between the three were examined via structural equation modeling (SEM). Participants were 1107 undergraduates from different universities in China who had engaged in EFL learning in smart classrooms. The factor analysis revealed a two-facet structure of students’ SRL strategies (goal-planning strategies and help-seeking and self-evaluation strategies), a similar dual-component structure of their self-efficacy (self-efficacy of communicating with instructors and self-efficacy of task completion), and a four-dimensional structure of their engagement (cognitive engagement, behavioral engagement, social engagement, and emotional engagement) during EFL learning in smart classrooms. Moreover, the SEM results showed that SRL strategies did not directly predict learning engagement, while self-efficacy fully mediated the relationship between SRL strategies and learning engagement. The implications and limitations of these findings were also discussed.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103451"},"PeriodicalIF":4.9,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142012182","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 thought group is a group, not a thought!” results of a teaching intervention on complex noun phrases in Canadian EAP programs "思想群是一个群，而不是一个思想！"加拿大 EAP 课程中关于复杂名词短语的教学干预结果

IF 4.9 1区文学

System Pub Date : 2024-08-18 DOI: 10.1016/j.system.2024.103450

Dmitri Priven , Guillaume Gentil , Geoffrey G. Pinchbeck , Brian Strong

{"title":"“A thought group is a group, not a thought!” results of a teaching intervention on complex noun phrases in Canadian EAP programs","authors":"Dmitri Priven , Guillaume Gentil , Geoffrey G. Pinchbeck , Brian Strong","doi":"10.1016/j.system.2024.103450","DOIUrl":"10.1016/j.system.2024.103450","url":null,"abstract":"<div><p>Complex noun phrases (CNPs) are a major vehicle of academic written discourse. However, despite posing significant challenges to English language learners (ELLs), they are rarely taught in post-secondary English for Academic Purposes (EAP) programs. This article reports on a quasi-experimental study on the usefulness of explicit teaching of the structure and use of CNPs in Canadian post-secondary EAP programs for the purposes of reading comprehension. Specially designed modules on CNP structure and use were integrated into advanced reading and writing EAP courses taught to 96 first-year college and university ELLs over the course of a semester. 102 ELLs in different sections of the same courses had regular instruction without the CNP modules. Pre- and post-test scores were analyzed using a generalized linear mixed model (GLMM), and the teaching intervention was found to have a significant effect on the post-test scores in the experimental group. The relative success of the intervention is analyzed in relation to the literature on form-focused teaching interventions in reading courses. The article concludes by discussing opportunities for further integration of CNP instruction in EAP curricula.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103450"},"PeriodicalIF":4.9,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142020888","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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