IF 4.9 1区文学

System Pub Date : 2024-08-03 DOI: 10.1016/j.system.2024.103429

Marina Prilutskaya

引用次数: 0

Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States 完善叙事：一名中国博士生在美国求学过程中的学术身份建构与发展的自我民族志式洞察

IF 4.9 1区文学

System Pub Date : 2024-08-02 DOI: 10.1016/j.system.2024.103425

Xiaolong Lu

{"title":"Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States","authors":"Xiaolong Lu","doi":"10.1016/j.system.2024.103425","DOIUrl":"10.1016/j.system.2024.103425","url":null,"abstract":"<div><p>What seems to be overlooked in current higher education research is the perspective of individual doctoral students in applied linguistics and how they comprehend the academic training culture within U.S. neoliberal universities. Through an autoethnographic (AE) approach, this study investigated how I as a Chinese doctoral student experienced different stages of identity negotiation in my doctoral program. The findings, which integrated theories of academic identity, the third space, and neoliberalism, were primarily derived from my self-reflection data throughout the pandemic. The arguments center around the coexistence of multiple identities and an asynchronous process of identity construction, which were influenced and shaped by study-work balance, laissez-faire supervision, the digital third space, and the pressures from neoliberal norms. The study brings insights into theoretical models from an AE perspective and recommends that higher education stakeholders adopt a flexible approach to doctoral supervision and academic publishing. Autoethnography offered a first-person perspective for in-depth meaning-making, facilitating a comprehensive and nuanced understanding of one’s academic journey of becoming.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141962921","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

Feeling paradoxes and teaching in struggles: A socio-political analysis of language teachers’ motivation and emotion labor 情感悖论与教学斗争：对语文教师劳动动机和情感的社会政治分析

IF 4.9 1区文学

System Pub Date : 2024-08-01 DOI: 10.1016/j.system.2024.103426

Shanshan Yang , Hongbiao Yin

{"title":"Feeling paradoxes and teaching in struggles: A socio-political analysis of language teachers’ motivation and emotion labor","authors":"Shanshan Yang , Hongbiao Yin","doi":"10.1016/j.system.2024.103426","DOIUrl":"10.1016/j.system.2024.103426","url":null,"abstract":"<div><p>Teacher motivation is pivotal in creating engaging teaching and learning environments, enhancing students' learning outcomes, and is fundamental to teachers' professional commitment, psychological well-being, and resilience. Despite the increasing interest in EFL teacher motivation, there remains a considerable lack of in-depth exploration into the socio-political environments that shape and influence it. This qualitative study addresses this gap by exploring the link between language teacher motivation and emotion from a socio-political perspective. Focusing on three Chinese EFL teachers, the research utilized data from three rounds of semi-structured interviews, reflective journals, and documents. Using a data-driven inductive approach, the analysis revealed three types of motivation: relational, bumpy, and adaptive, influenced by two feeling rules, namely, “<em>Don't show negative emotions</em>” and “<em>Do show positive emotions</em>.” The study discusses the potential and limitations of emotion labor as a motivator in language education and a richer understanding of feeling rules. Pedagogical implications are also discussed.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951874","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 : 2024-07-30 DOI: 10.1016/j.system.2024.103422

Rongxin Lin, Tan Jin

引用次数: 0

Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners 智能计算机辅助语言学习中学习情绪调节、学习心态、语言学习经验、学习动机和学习者自主性的相互作用：对 EFL 学习者的研究

IF 4.9 1区文学

System Pub Date : 2024-07-30 DOI: 10.1016/j.system.2024.103419

Ehsan Namaziandost , Afsheen Rezai

{"title":"Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners","authors":"Ehsan Namaziandost , Afsheen Rezai","doi":"10.1016/j.system.2024.103419","DOIUrl":"10.1016/j.system.2024.103419","url":null,"abstract":"<div><p>In the evolving landscape of second language (L2) education, Intelligent Computer-Assisted Language Learning (ICALL) stands out as a transformative force with the emergence of Artificial Intelligence (AI). Despite its growing prominence, integrating cognitive and affective constructs such as academic emotion regulation and mindfulness remains underexplored in ICALL environments. This study addresses this gap by examining their interplay with L2 learning experience, academic motivation, and learner autonomy among Iranian English as a Foreign Language (EFL) learners. Drawing on data from 398 intermediate EFL learners, this research utilized a comprehensive array of validated instruments, including the Academic Emotional Regulation Questionnaire, the Langer Mindfulness Scale, the L2 Learning Experience Scale, the Academic Motivation Scale, and the Learner Autonomy Questionnaire. Structural equation modeling (SEM) revealed significant correlations, indicating that academic emotion regulation positively influences L2 learning experience, academic motivation, and learner autonomy within ICALL settings. Furthermore, academic mindfulness emerged as a robust predictor of these educational outcomes in ICALL environments. These findings underscore the pivotal role of ICALL in L2 education and offer practical insights for teachers, curriculum developers, and policymakers to enhance teaching and learning practices.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945344","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

Language learning development in human-AI interaction: A thematic review of the research landscape 人机交互中的语言学习发展：研究现状专题回顾

IF 4.9 1区文学

System Pub Date : 2024-07-30 DOI: 10.1016/j.system.2024.103424

Feifei Wang , Alan C.K. Cheung , Ching Sing Chai

{"title":"Language learning development in human-AI interaction: A thematic review of the research landscape","authors":"Feifei Wang , Alan C.K. Cheung , Ching Sing Chai","doi":"10.1016/j.system.2024.103424","DOIUrl":"10.1016/j.system.2024.103424","url":null,"abstract":"<div><p>Interaction is an indispensable part of language learning. Artificial intelligence (AI) has been increasingly applied in language learning to promote interaction in the learning process. In response to the paradigmatic shifts in AI application design, this review maps the research landscape of language learning development in human-AI interaction. From the resulting analysis of 49 studies, this study investigates the contextual characteristics by AI-supported interaction type, AI application, target language, educational level, etc. Moreover, three research paradigms are identified in this emerging field, i.e., Paradigm One (AI-directed, teacher-as-facilitator, learner-as-recipient), Paradigm Two (AI/teacher-codirected, learner-as-collaborator), and Paradigm Three (AI/teacher/learner-codirected). The paradigms are induced through analysis of eight constructs: human-AI relationship, learning objective, task type, level of pre-structuring, mode of engagement behavior, knowledge-change process, cognitive outcome, and research focus. The philosophical and linguistic underpinnings for each paradigm are discussed. Additionally, we highlight future research implications including investigating under-researched themes and exploring diverse methodological possibilities and appropriateness among the three research paradigms.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141945343","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

Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality? 中国高等教育中的英语教学是否为学生做好了准备并提供了支持，以促进教育平等？

IF 4.9 1区文学

System Pub Date : 2024-07-29 DOI: 10.1016/j.system.2024.103423

Limin Yuan , Fan Fang , Guangwei Hu

{"title":"Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality?","authors":"Limin Yuan , Fan Fang , Guangwei Hu","doi":"10.1016/j.system.2024.103423","DOIUrl":"10.1016/j.system.2024.103423","url":null,"abstract":"<div><p>The global spread of EMI is a response to the internationalisation and marketisation of higher education. However, students may not fully benefit from EMI programmes if they are not adequately prepared. The extent to which students have been prepared to succeed in such programmes and acquire English as linguistic capital is an underexplored area. The present study addressed the research gap by investigating the preparation and support that students received in EMI programmes in Chinese higher education. The study adopted a mixed-methods design by collecting responses to an online survey from 248 students in different Chinese universities and conducting semi-structured interviews with 12 students regarding their preparation and support for, their learning motivation and views of EMI programmes as well as their expectations of EMI teachers. The findings showed that the students did not seem to be sufficiently prepared to achieve the dual goal of EMI (i.e., subject and language learning) and that the EMI programmes tended to widen the gap between students with different English proficiency and might lead to educational inequality. Finally, the students were critical of the quality of EMI teachers and favoured teachers with high English proficiency and pedagogical skills in delivering sophisticated content knowledge. These findings suggested that future studies need to explore strategies to better prepare and support students to benefit from EMI programmes and promote educational equality. Furthermore, the criteria for recruiting EMI teachers should be reconsidered to meet students’ learning needs and development.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24002057/pdfft?md5=af4596f7ee08f6d235f7359722df2223&pid=1-s2.0-S0346251X24002057-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951875","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

‘Finally, it's all in vain’: A Chinese as an additional language teacher's agency in navigating the teaching-research nexus in a neoliberal Chinese university 最后，一切都是徒劳"：一名汉语教师在中国大学新自由主义教学与研究关系中的能动作用

IF 4.9 1区文学

System Pub Date : 2024-07-26 DOI: 10.1016/j.system.2024.103420

Yang (Frank) Gong , Luyao (Elva) Zhang , Wendong (Marco) Li

{"title":"‘Finally, it's all in vain’: A Chinese as an additional language teacher's agency in navigating the teaching-research nexus in a neoliberal Chinese university","authors":"Yang (Frank) Gong , Luyao (Elva) Zhang , Wendong (Marco) Li","doi":"10.1016/j.system.2024.103420","DOIUrl":"10.1016/j.system.2024.103420","url":null,"abstract":"<div><p>The neoliberal emphasis on performance metrics, such as research outputs and citations, has weakened the symbiotic relationship between teaching and research in language education. However, language teachers' experiences of navigating the challenge that neoliberalism creates for the teaching-research nexus have been largely absent, with the existing literature predominantly focusing on documenting the impact of neoliberalism on research and teaching. This narrative case study aims to address this gap by tracing a Chinese as an additional language (CAL) teacher's agency in navigating the teaching-research nexus in a neoliberal Chinese university. Based on data from three rounds of interviews, informal conversations, notes, and policy documents, this study identified a noticeable shift in the participant's narrated experiences, progressing from <em>active engagement with research to enhance teaching practices,</em> to <em>pragmatic engagement in research for scholarly publication</em>, and eventually to <em>disenchanted retreat from the academic battlefield</em>. This trajectory highlights the escalating challenges faced by the participant in navigating the teaching-research nexus. Practical implications are discussed to strengthen the link between teaching and research in language education in the neoliberal context.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141846079","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

Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme 促进自我调节学习的形成性评估：教师继续职业发展计划的证据

IF 4.9 1区文学

System Pub Date : 2024-07-26 DOI: 10.1016/j.system.2024.103414

Jiayi Li , Peter Yongqi Gu

{"title":"Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme","authors":"Jiayi Li , Peter Yongqi Gu","doi":"10.1016/j.system.2024.103414","DOIUrl":"10.1016/j.system.2024.103414","url":null,"abstract":"<div><p>It has been argued that formative assessment (FA) improves student learning. Recent research has focused on helping teachers enhance their assessment literacy in FA in order to see the impact on learning results. Researchers are also beginning to contend that FA not only leads to improved content learning, but also helps improve students’ ability in self- and co-regulated learning. In this study, a 12-week teacher continuing professional development (CPD) programme was designed and implemented for a group of five secondary school EFL teachers in China aiming at developing their formative assessment literacy. This paper zooms in on students’ perceptions of and reactions to the CPD programme, offering insights into the impact of FA on the development of students’ self-regulated learning (SRL). Pre- and post-CPD interviews with ten students of the five teachers were coded and analysed using Zimmerman’s three-phase model of SRL. Higher frequency of mentions after the CPD and more students mentioning a code were taken as indicators of improvement over the 12-week intervention. The results show that all three phases of SRL were fostered by the CPD programme aimed at the implementation of FA. The study has implications for both formative assessment and self-regulated learning.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141949545","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

Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom 在线英语学习中的浮力和参与度：焦虑、愉悦和无聊的中介作用和复杂相互作用

IF 4.9 1区文学

System Pub Date : 2024-07-26 DOI: 10.1016/j.system.2024.103418

Xiaoqi Wang, Lianghong Hui

{"title":"Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom","authors":"Xiaoqi Wang, Lianghong Hui","doi":"10.1016/j.system.2024.103418","DOIUrl":"10.1016/j.system.2024.103418","url":null,"abstract":"<div><p>Academic buoyancy is a positive trait that has recently received extensive attention. Given the positive psychology turn in SLA, exploring interactions among academic buoyancy, emotions, and online English learning engagement (OELE) is crucial for students’ growth. However, their relationships remain under-investigated. Therefore, we combined structural equation modeling (SEM) with psychological network analysis (PNA) to elaborate the relationships among these variables within 442 Chinese EFL learners. SEM indicated that buoyancy significantly positively predicted enjoyment and OELE, and negatively predicted anxiety and boredom. Enjoyment significantly positively predicted OELE, whereas anxiety and boredom negatively predicted OELE. Furthermore, anxiety, enjoyment, and boredom significantly mediated the relationship between academic buoyancy and OELE. PNA showed that engagement occupies the central position in the network. Academic buoyancy serves as a bridge, connecting emotions and engagement. The current study is committed to providing novel insights into research methods and online instructional design for foreign language teaching and learning.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141949544","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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