IF 4.9 1区文学

System Pub Date : 2025-07-09 DOI: 10.1016/j.system.2025.103774

Lanfang Sun , Keyi Zhou , Lanqing Li , Wai Ming Cheung , Chin-Hsi Lin

{"title":"From teachers to influencers: Exploring edu-influencers’ social media practices through uses and gratification theory","authors":"Lanfang Sun , Keyi Zhou , Lanqing Li , Wai Ming Cheung , Chin-Hsi Lin","doi":"10.1016/j.system.2025.103774","DOIUrl":"10.1016/j.system.2025.103774","url":null,"abstract":"<div><div>The popularity of social-media platforms has led to the emergence of edu-influencers: teachers who actively cultivate large audiences of social-media users and, in many cases, monetize their engagement. However, there has been relatively little empirical investigation of either their motivation or the outcomes of their content-sharing practices, especially in Asian contexts. Understanding Asian edu-influencers’ experiences can therefore be expected to yield fresh perspectives on a range of topics. Accordingly, drawing on uses and gratifications theory, this study recruited 12 edu-influencers specialized in teaching Chinese as a foreign language who had an average of 4835 followers on Xiaohongshu (小红书, “RedNote”), one of China’s largest social-media platforms. Through content analysis of their posts and thematic analysis of semi-structured interview data, this study explores the content they shared and the gratifications they sought and obtained. The results indicated that these Chinese edu-influencers primarily shared teaching-support, career-related support, and personal content. The chief gratifications they sought were filling in information gaps, self-documentation/self-expression, and attaining social recognition or a sense of fulfillment. They also reported that the experience of sharing enhanced their self-efficacy, professional growth, resources, skills, and emotional support, while also shaping their professional and personal goals. Additionally, we identified edu-influencers’ challenges, notably involving algorithms, censorship, and monetization. As well as yielding new understandings of the use of social media in education in an Asian context, these findings have important practical implications for teachers, teacher educators, and policymakers.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103774"},"PeriodicalIF":4.9,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662825","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

Narrative analysis of English language learning in intra-national migration in Korea: A case study on the development of academic literacy 韩国国内移民中英语学习的叙事分析：以学术素养发展为例

IF 4.9 1区文学

System Pub Date : 2025-07-08 DOI: 10.1016/j.system.2025.103767

Eunhae Cho

{"title":"Narrative analysis of English language learning in intra-national migration in Korea: A case study on the development of academic literacy","authors":"Eunhae Cho","doi":"10.1016/j.system.2025.103767","DOIUrl":"10.1016/j.system.2025.103767","url":null,"abstract":"<div><div>This study uses narrative analysis to investigate the ontogenesis of one language learner's understanding of his own experiences. The subject of the study, a Korean college student, demonstrates a development in his understanding of language. Initially, he perceived language as a numerical score, but he gradually came to value it as a tool for conveying meaning, then ultimately reverted to a score-centered perspective. Employing reflective language learning journals and interviews over 16 weeks, this study examines the role of self-reflection in his evolving understanding of language and its learning. Using Vygotsky's frameworks of lived experience, which take cognition and emotion in dialectical unity to push development forward, this study reveals the impact of emotional responses, often triggered by regional disparities in educational resources, on the student's language learning and on his strategies for coping and mastering study skills. As the student navigates language learning while shuttling between two geographic realities, these emotional responses influence both his learning and his educational and occupational choices. By illuminating the intricate socially constructed emotional aspects intertwined with language learning, this research underscores the crucial role emotions play in language acquisition and overall personal growth.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103767"},"PeriodicalIF":4.9,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579578","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

Unpacking the relationship between achievement goals, grit and engagement among Chinese university students: variable- and person-centered approaches 解读中国大学生成就目标、毅力和投入之间的关系：变量和以人为本的方法

IF 4.9 1区文学

System Pub Date : 2025-07-08 DOI: 10.1016/j.system.2025.103766

Gang Yang, Jiayi Liu

{"title":"Unpacking the relationship between achievement goals, grit and engagement among Chinese university students: variable- and person-centered approaches","authors":"Gang Yang, Jiayi Liu","doi":"10.1016/j.system.2025.103766","DOIUrl":"10.1016/j.system.2025.103766","url":null,"abstract":"<div><div>Engagement is pivotal in EFL learning, yet how achievement goals and grit are associated with EFL learners’ engagement remains understudied. This study investigates the associations between achievement goals and engagement via two components of grit, in particular perseverance of effort and consistency of interest. 832 tertiary students from 20 Chinese universities participated in the questionnaire survey using a convenience sampling method. Data analysis was conducted using both variable-centered (structural equation modeling, SEM) and person-centered (latent profile analysis, LPA) approaches. The SEM results revealed a positive association between mastery and performance-approach goals and engagement, mediated by grit facets. Interestingly, the relationship between performance-avoidance goals and engagement was mediated solely by consistency of interest. LPA classified students into three unique profiles according to their achievement goals and grit levels: <em>Motivated and Gritty</em>, <em>Moderately Motivated and Gritty</em>, and <em>Amotivated and Inconsistent</em>. Notably, the <em>Motivated and Gritty</em> group exhibited the most favorable outcomes and the <em>Amotivated and Inconsistent</em> group the least. As this study is correlational in nature, no causal inferences can be drawn. The study also explores the theoretical and practical implications of these findings for advancing in-depth research and optimizing teaching effectiveness.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103766"},"PeriodicalIF":4.9,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570668","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

How social support contributes to self-efficacy and learning achievement: A validation study of secondary EFL learners 社会支持对自我效能感和学习成就的影响：对中学英语学习者的验证性研究

IF 4.9 1区文学

System Pub Date : 2025-07-07 DOI: 10.1016/j.system.2025.103770

Sha Luo , Zhengdong Gan

引用次数: 0

Examining the association between boredom and English achievement in the contexts of self-efficacy and English proficiency levels: A perspective combining the control-value theory and the Island Ridge Curve 自我效能感和英语水平背景下无聊感与英语成绩的关系研究：控制价值理论和岛岭曲线的结合视角

IF 4.9 1区文学

System Pub Date : 2025-07-04 DOI: 10.1016/j.system.2025.103764

Yuyang Cai , Qiaoling Zuo , Qianwen Ge

{"title":"Examining the association between boredom and English achievement in the contexts of self-efficacy and English proficiency levels: A perspective combining the control-value theory and the Island Ridge Curve","authors":"Yuyang Cai , Qiaoling Zuo , Qianwen Ge","doi":"10.1016/j.system.2025.103764","DOIUrl":"10.1016/j.system.2025.103764","url":null,"abstract":"<div><div>Boredom is believed to have a detrimental effect on second/foreign language learning (L2) achievement. Studies on boredom are usually framed under the control-value theory, believing that appraisals of control (e.g., self-efficacy and L2 proficiency) and value (i.e., importance) can diminish boredom and its effect on L2 achievement. However, the associations are mostly assumed to be linear. The Island Ridge Curve (IRC) theory posits nonlinearity between individual attributes and L2 achievement. Combining the control-value theory and the IRC, the current study examined this nonlinearity in the relationship among self-efficacy, boredom, L2 achievement, and L2 proficiency. A total of 400 10th graders from a Chinese high school participated in the study. Data analysis involved three steps: (1) conducting latent profile analysis to identify the latent English proficiency groups; (2) conducting analysis of variance to compare the difference in the level of boredom across different proficiency groups; and (3) conducting multigroup structural equation modeling to explore the variation of the associations among boredom, self-efficacy, and L2 (English) achievement across different proficiency groups. Our results showed that (1) boredom appeared to be higher (though the difference is non-significant) with students in low and high L2 proficiency groups, (2) the association between boredom and English achievement was negative and fluctuated in the negative-null-negative pattern across different proficiency groups, and (3) the association between self-efficacy and boredom was negative and fluctuated in the negative (non-significant)-larger negative-smaller negative pattern. Our results show the value of combining the control-value theory and the IRC to study boredom.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103764"},"PeriodicalIF":4.9,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563549","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 : 2025-07-03 DOI: 10.1016/j.system.2025.103758

Ming Chen , A.Y.M. Atiquil Islam

引用次数: 0

Comparative effects of direct written corrective feedback and AI-generated reformulation on second language learners’ depth of processing and grammatical accuracy 直接书面纠错反馈和人工智能生成的改写对第二语言学习者加工深度和语法准确性的影响比较

IF 4.9 1区文学

System Pub Date : 2025-07-03 DOI: 10.1016/j.system.2025.103765

Yoko Fujisawa, Natsuko Shintani

{"title":"Comparative effects of direct written corrective feedback and AI-generated reformulation on second language learners’ depth of processing and grammatical accuracy","authors":"Yoko Fujisawa, Natsuko Shintani","doi":"10.1016/j.system.2025.103765","DOIUrl":"10.1016/j.system.2025.103765","url":null,"abstract":"<div><div>This study employs depth of processing (DoP; Leow, 2015, 2020) to examine the comparative effects of unfocused direct corrective feedback (direct CF) and AI-generated reformulation on second language (L2) learners’ feedback processing and their grammatical accuracy in writing. Thirty-two first-year non-English majors at a private university were divided into two groups: one receiving direct CF (DF group) and the other receiving AI-generated reformulation (AGR group) on their narrative essays. While examining the respective feedback, the participants engaged in written languaging. Learners’ three writing texts (i.e., the first draft, a revision without accessing feedback, and a new piece of writing) were analyzed to assess the accuracy of the target grammatical feature (i.e., the past counterfactual conditional). Language-related episodes were identified in the learners’ written verbalization data to examine their DoP of the feedback on the target structure. The results indicate that the DF group exhibited deeper processing than the AGR group. The analysis of their written products indicates that both groups improved the accuracy of the target feature in their revisions. However, only the DF group showed a significant improvement from their first drafts to their new pieces of writing, while the AGR group did not show such significant improvement.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103765"},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595491","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 narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program 语言教育政策在青年再参与计划中的角色的叙事自传体探索

IF 4.9 1区文学

System Pub Date : 2025-07-03 DOI: 10.1016/j.system.2025.103754

Jeremy Hurdus

{"title":"A narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program","authors":"Jeremy Hurdus","doi":"10.1016/j.system.2025.103754","DOIUrl":"10.1016/j.system.2025.103754","url":null,"abstract":"<div><div>This study explores the language-in-education policy roles taken up by an instructor/case manager in his support of emergent bilinguals in a youth reengagement program in the American state of Washington. In conceptualizing agency as relationally constituted, I apply positioning analysis to journal entries in order to identify policy roles as they emerge in interaction with others. The findings reveal that I act as a gatekeeper, translator, and critic which are then situated within existing typologies of language policy roles and discussed in terms of their relational and discursive production. Given the impact student placement and acceptance procedures have on emergent bilinguals, gatekeeper may deserve its own category as a policy role in the literature. Additionally, while some positions co-emerge relationally between multiple agents taking up the same role, others are merely relationally contingent. In these cases, an interlocutor facilitates another individual either assuming a policy role or reevaluating his/her interpretation of the rights and duties associated with that position. Because students often participate in this process, they deserve greater attention as language policy actors. Finally, these findings highlight the need for further scholarship aimed at developing a more nuanced typology of language-in-education policy roles.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103754"},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534173","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

Effects of two mobile-assisted language learning apps on L2 receptive and productive vocabulary knowledge: A mixed-methods study 两种移动辅助语言学习应用程序对二语接受性和生产性词汇知识的影响：一项混合方法的研究

IF 4.9 1区文学

System Pub Date : 2025-07-03 DOI: 10.1016/j.system.2025.103763

Mostafa Janebi Enayat , Nazanin Asadi Ghadim , Ali Arabmofrad

{"title":"Effects of two mobile-assisted language learning apps on L2 receptive and productive vocabulary knowledge: A mixed-methods study","authors":"Mostafa Janebi Enayat , Nazanin Asadi Ghadim , Ali Arabmofrad","doi":"10.1016/j.system.2025.103763","DOIUrl":"10.1016/j.system.2025.103763","url":null,"abstract":"<div><div>Despite the popularity of mobile apps for second language (L2) vocabulary learning, the specific app features that influence various aspects of vocabulary knowledge remain uncertain. This study compares the effects of two newly developed apps, Sayra and Zabanyad, on L2 receptive and productive vocabulary acquisition. Additionally, the perceived advantages and disadvantages associated with each app were probed. Forty-two Iranian English as a Foreign Language (EFL) learners were divided into two experimental groups (using Sayra or Zabanyad) and a control group. Participants completed the New Vocabulary Levels Test (NVLT), a pretest encompassing the vocabulary from both apps, followed by an immediate receptive vocabulary posttest and a delayed productive vocabulary posttest. Semi-structured interviews were also conducted with learners in the experimental groups to gather qualitative insights. The results indicated that users of Sayra significantly outperformed both Zabanyad users and the control group in the receptive vocabulary posttest. However, no significant differences were observed among the groups in the productive vocabulary posttest. Qualitative findings revealed a generally favorable perception of Sayra, for integrating game-based elements, such as leaderboards, rewards, and challenges. The findings have implications for L2 teachers and developers of mobile-assisted language learning (MALL) materials, highlighting the potential of gamification to enhance vocabulary learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103763"},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534172","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 the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school 加强研究与实践的联系：奥地利中学英语教学中实施译语教学法的关键时刻

IF 4.9 1区文学

System Pub Date : 2025-07-02 DOI: 10.1016/j.system.2025.103762

Elizabeth J. Erling , Miriam Weidl

{"title":"Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school","authors":"Elizabeth J. Erling , Miriam Weidl","doi":"10.1016/j.system.2025.103762","DOIUrl":"10.1016/j.system.2025.103762","url":null,"abstract":"<div><div>This article presents a case study of an English teacher at a linguistically diverse urban middle school in Vienna, tracing a sustained teacher–researcher collaboration within the Udele project. Using the critical moments paradigm, the study identifies transformative instances that challenged assumptions, shifted perspectives and informed the implementation of translanguaging in English language education. Drawing on a rich dataset, including interviews, email and text exchanges, classroom observations and fieldnotes, it examines how multilingualism was actively leveraged as a resource, leading to innovative and context-sensitive teaching practices. By tracing how these moments evolved within the Udele project, the study shows how sustained collaboration can strengthen the link between research and practice, offering actionable insights for evidence-based, translanguaging-informed pedagogies. It responds to persistent concerns about the disconnect between research and classroom realities, demonstrating how collaborative, practice-oriented inquiry can help bridge this gap. The findings highlight the potential of such approaches to address systemic challenges in teacher education, including teacher shortages, limited training and perceived divides between theory and practice. More broadly, the study shows how localized shifts in pedagogy can inform teacher education in resource-constrained, culturally and linguistically diverse contexts, offering practical strategies for more effective research–practice integration.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"133 ","pages":"Article 103762"},"PeriodicalIF":4.9,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579581","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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