System最新文献 - Book学术

Corrigendum to “Tangible and intangible rewards: How do they relate to task-specific motivation and task performance in second language writing?” [System 133 (2025) 103801] “有形和无形奖励：它们与第二语言写作中特定任务动机和任务绩效之间的关系”的更正？[系统133 (2025)103801]

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-02-01 DOI: 10.1016/j.system.2025.103940

Chengchen Li, Xiaojun Lu

引用次数: 0

AI-assisted speaking affordances, flow experience, and willingness to communicate: A moderated mediation model 人工智能辅助说话能力、流体验和沟通意愿：一个有调节的中介模型

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-29 DOI: 10.1016/j.system.2026.103986

Jin Tang

Existing research has widely examined the effects of AI-assisted speaking training on language performance and learning outcomes; however, the experiential mechanisms through which AI-assisted speaking training affordances (AISTA) shape learners' communication-oriented behaviors remain underexplored. In particular, limited empirical evidence explains how such affordances are translated into learners’ willingness to communicate (WTC) via flow experience (FE). Drawing on ecological affordance theory and flow theory, the present study conceptualizes AISTA as a core construct and proposes a moderated mediation model in which AISTA influences WTC through FE, with learner agency (LA) capturing individual differences in AI-supported speaking contexts.

Survey data were collected from 247 Chinese EFL university students following a four-week AI-assisted speaking practice and analyzed using structural equation modeling (SEM) with latent main effects and interaction terms. Bias-corrected bootstrapping with 5000 resamples was employed to test mediation and moderation effects. The results showed that AISTA was positively associated with FE, and FE was positively associated with WTC. Flow experience emerged as a key mediator linking AISTA to WTC. Moreover, learner agency significantly moderated the experiential pathway, yielding a pattern of conditional partial mediation: the indirect effect of AISTA on WTC via FE was significant for learners with moderate to high levels of agency but not for those with low agency.

By elucidating the affordance–experience–behavior mechanism underlying AI-assisted speaking training, this study extends ecological affordance theory and flow theory to AI-supported second language learning contexts and highlights learner agency as a critical condition for translating technological affordances into communicative motivation.

现有的研究广泛考察了人工智能辅助口语训练对语言表现和学习成果的影响；然而，人工智能辅助口语训练支持（AISTA）塑造学习者沟通导向行为的经验机制仍未得到充分探索。特别是，有限的经验证据解释了这些启示如何通过流体验（FE）转化为学习者的沟通意愿（WTC）。本研究基于生态支持理论和心流理论，将AISTA定义为一个核心结构，并提出了一个有调节的中介模型，其中AISTA通过FE影响WTC，学习者代理（LA）捕捉人工智能支持的说话语境中的个体差异。本文收集了247名中国大学生为期四周的人工智能辅助口语练习的调查数据，并使用结构方程模型（SEM）分析了潜在主效应和交互项。采用5000个样本的偏差校正自举法来检验中介和调节效应。结果表明，AISTA与FE呈显著正相关，FE与WTC呈显著正相关。流动体验是连接AISTA与WTC的关键中介。此外，学习者代理显著调节了经验通路，形成了一种条件部分中介模式：AISTA通过FE对WTC的间接影响在中高代理水平的学习者中显著，而在低代理水平的学习者中不显著。本研究通过阐明人工智能辅助口语训练背后的能力支持-经验-行为机制，将生态能力支持理论和心流理论扩展到人工智能支持的第二语言学习情境中，并强调学习者代理是将技术能力支持转化为交际动机的关键条件。

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引用次数: 0

How high-achieving and struggling learners at the novice level engage with written corrective feedback: Insights from a Japanese as a foreign language classroom 高成就和挣扎的初学者如何参与书面纠正反馈：来自日语作为外语课堂的见解

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-28 DOI: 10.1016/j.system.2026.103976

Jun Takahashi

引用次数: 0

Apology strategies and ritual frame indicating expressions (RFIEs) in advanced Korean learners’ Chinese: An interlanguage pragmatic study 高级韩国学习者汉语道歉策略与仪式框架指示表达：语际语用研究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-27 DOI: 10.1016/j.system.2026.103974

Li Yang , Jing Yan , Zhou-min Yuan

Based on Kádár and House's (2020b) Ritual Frame Indicating Expressions (RFIEs) framework, this study investigates how advanced Korean learners of Chinese produce apologies in hierarchical contexts compared with native Chinese speakers. Forty advanced Korean learners and 40 native Chinese speakers performed role-play tasks across three power scenarios (to a child, schoolmate, teacher). The results indicate that Korean learners relied heavily on L1-influenced forms, such as honorifics like “您” (honorific you), and pragmatic particles like “吧” (ba/ne), but underused context-sensitive strategies, such as expressions of concern and repair offers. In contrast, native speakers displayed greater strategy variation, adapting RFIEs to reflect power differentials. These patterns suggest that Korean learners' pragmatic transfer and limited strategy repertoires may lead to intercultural misalignment, which underscores the need for targeted pedagogical interventions. This study extends the RFIE theory to interlanguage pragmatics, showing how ritualized pragmatic norms are acquired and transferred in L2 Chinese. Pedagogically, it recommends contrastive instruction, immersive scenario-based training, and metapragmatic awareness-raising tasks to strengthen Chinese learners' sociopragmatic competence. These insights offer practical applications for teaching L2 apology strategies in power-sensitive contexts.

本研究以Kádár和House （2020b）的仪式框架指示表达（RFIEs）框架为基础，探讨了韩国汉语高级学习者与母语为汉语的人在等级语境下的道歉行为。40名高级韩语学习者和40名母语为汉语的人在三种权力场景中（对孩子、同学、老师）进行了角色扮演任务。结果表明，韩国学习者严重依赖于受l1影响的形式，如“请问”（敬语you）和“请问”（ba/ne）等语用助词，但没有充分利用上下文敏感策略，如表达关心和提供修理。相比之下，母语人士表现出更大的策略差异，通过调整RFIEs来反映权力差异。这些模式表明，韩国学习者的语用迁移和有限的策略库可能导致跨文化失调，这强调了有针对性的教学干预的必要性。本研究将仪式化语用规范理论扩展到中介语语用学，揭示了二语汉语仪式化语用规范是如何习得和迁移的。在教学上，建议采用对比教学、沉浸式情境训练和元语用意识提升任务来增强中国学习者的社会语用能力。这些见解为在权力敏感环境中教授第二语言道歉策略提供了实际应用。

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引用次数: 0

From Ethos to Enactment: Developing and validating the teacher idealism scale 从气质到行为：教师理想主义量表的开发与验证

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-22 DOI: 10.1016/j.system.2026.103985

Kemal Sinan Özmen , Esra Harmandaoğlu Baz

Understanding teacher idealism is increasingly important as global educational reforms, accountability pressures, and shifting professional expectations reshape how teachers sustain their values and ethical commitments. This study introduces and validates the Teacher Idealism Scale (TIS), a theoretically grounded instrument developed to conceptualize and measure teacher idealism as a multidimensional component of teacher identity. Informed by sociocultural theory (Vygotsky, 1978) and poststructuralist perspectives (Foucault, 1980; 1983), idealism is reconceptualized as a layered, context-responsive orientation encompassing moral aspiration, professional values, and reflective agency. A comprehensive item pool representing six theorized dimensions was administered to a national sample of 856 English language teachers in Türkiye. Through exploratory and confirmatory factor analyses (EFA and CFA), a six-factor structure emerged: Ethos, Ideal-Self Schema, Enacted Identity, Professional Cognition, Disciplinary Knowledge, and Axiomatic Frame, demonstrating robust psychometric properties (α = .79-.84; CR = .79-.86; AVE = .51-.62). Descriptive findings revealed generally high levels of idealism, with significant differences across gender, educational background, teaching experience, and institutional setting. Results affirm teacher idealism as a theoretically coherent and empirically measurable identity dimension. The study offers practical implications for teacher education and professional development, proposing avenues to embed ethical and aspirational dimensions into reflective practice. The TIS contributes to both the conceptual advancement and methodological tooling of identity research, supporting values-based pedagogy and critical agency in diverse educational contexts with a ratio of 65.47 of the variance in explaining teacher idealism.

随着全球教育改革、问责压力和不断变化的职业期望重塑教师维持其价值观和道德承诺的方式，理解教师理想主义变得越来越重要。本研究引入并验证了教师理想主义量表（TIS），这是一种基于理论的工具，旨在将教师理想主义概念化并测量为教师身份的多维组成部分。根据社会文化理论（维果茨基，1978）和后结构主义观点（福柯，1980;1983），理想主义被重新定义为一种分层的、情境响应的取向，包括道德愿望、职业价值观和反思代理。本研究以全国856名英语教师为样本，采用六个理论维度的综合题库进行分析。通过探索性因子分析和验证性因子分析（EFA和CFA），发现社会气质、理想自我图式、制定认同、专业认知、学科知识和公理框架这六个因子结构具有显著的心理测量特征（α = 0.79 ~ 0.84; CR = 0.79 ~ 0.86; AVE = 0.51 ~ 0.62）。描述性研究结果显示，理想主义水平普遍较高，在性别、教育背景、教学经历和机构设置方面存在显著差异。结果证实教师理想主义是一个理论上连贯的、经验上可测量的身份维度。该研究为教师教育和专业发展提供了实际意义，提出了将道德和抱负维度融入反思实践的途径。TIS有助于身份研究的概念进步和方法论工具，支持基于价值观的教学法和不同教育背景下的批判性机构，在解释教师理想主义方面的方差比为65.47。

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引用次数: 0

Navigating the decades: A narrative inquiry into tertiary EFL teacher wellbeing amid Chinese educational reforms 跨越几十年：中国教育改革背景下高校英语教师幸福感的叙事探究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-22 DOI: 10.1016/j.system.2026.103983

Xinxin Wu , Jia Liu

While teacher wellbeing is critical, its long-term evolution remains under-researched, particularly for EFL teachers in contexts of intense, sustained educational reform. This study addresses this gap by employing narrative inquiry to explore the 30-year career wellbeing trajectories of two tertiary EFL teachers in China. Findings revealed two distinct, non-linear pathways, consisting of one of episodic diversification driven by a quest for autonomy, and one of sustained striving characterized by a “slow burn” of resilience against systemic demands and work-family conflicts. Analysis of these trajectories demonstrates that wellbeing is a dynamic negotiation between teachers' internal worlds and their external contexts. Based on this analysis, we propose the adaptive equilibrium model of long-term EFL teacher wellbeing (AEM-LTEW). This model conceptualizes wellbeing as a dynamic equilibrium across four key domains (values and motivational core, professional identity architecture, environmental context and systemic forces, and life-course integration), maintained through three adaptive mechanisms, namely environmental modification, cognitive reframing, and strategic adaptation. This framework provides a new lens for understanding career-long adaptation and the cumulative impact of systemic reforms. The study's implications call for career-stage-specific support and for addressing structural inequities, such as gendered career paths and narrow evaluative metrics, that impact long-term teacher sustainability in Chinese higher education and similar reform-intensive contexts globally.

虽然教师幸福感至关重要，但其长期演变仍未得到充分研究，尤其是在激烈、持续的教育改革背景下的英语教师。本研究采用叙事探究法，探讨了两位中国高校英语教师30年的职业幸福轨迹，从而解决了这一差距。研究结果揭示了两种截然不同的非线性路径，其中一种是由寻求自主驱动的偶发性多样化，另一种是持续奋斗，其特征是对系统需求和工作-家庭冲突的“缓慢燃烧”弹性。对这些轨迹的分析表明，幸福感是教师内部世界和外部环境之间的动态协商。在此基础上，我们提出了英语教师长期幸福感的适应性均衡模型（aam - ltew）。该模型将幸福感定义为四个关键领域（价值观和动机核心、职业身份架构、环境背景和系统力量以及生命历程整合）之间的动态平衡，并通过三种适应机制（即环境修改、认知重构和战略适应）来维持。这一框架为理解系统性改革的终身适应和累积影响提供了新的视角。该研究的启示是，需要针对职业阶段提供支持，并解决结构性不平等问题，如性别职业道路和狭隘的评估指标，这些问题影响了中国高等教育和全球类似改革密集型背景下教师的长期可持续性。

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引用次数: 0

Exploring L2 learner engagement in spoken English practices with a GenAI-powered chatbot 利用genai聊天机器人探索第二语言学习者在英语口语练习中的参与度

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-21 DOI: 10.1016/j.system.2026.103982

Shangchao Min , Yuhong Gao , Jie Zhang

Generative artificial intelligence (GenAI) engages students in targeted and context-aware interactions, holding the potential to revolutionize chatbot-supported second language (L2) learning. However, GenAI-assisted language learning research has been inadequate in addressing learner engagement that depicts the entire learning process. This study explored 89 Chinese English learners' engagement when they practiced spoken English with E-Talk, a GenAI-powered chatbot, under different pedagogical designs. Data sources included engagement questionnaire, human-GenAI chat logs, and semi-structured interviews. Analyses revealed that the teacher guidance group demonstrated significantly higher behavioral, cognitive, and social engagement compared to the regular group, revealing the value of structured instructional support. Notably, cognitive engagement was jointly shaped by teacher guidance and task mode, as thematic dialogue elicited higher cognitive engagement in the teacher guidance group. Taken together, the results highlighted the importance of pedagogical design and the context dependency of learner engagement in GenAI-assisted spoken English practice. This study provided empirical evidence supporting the role of teachers and task design in enhancing GenAI-powered L2 learning experience and contributed to a wider discussion on the importance of pedagogical design to facilitate GenAI's role in individualized learning.

生成式人工智能（GenAI）让学生参与有针对性和上下文感知的互动，有可能彻底改变聊天机器人支持的第二语言（L2）学习。然而，基因人工智能辅助的语言学习研究在描述整个学习过程的学习者参与方面还不够。本研究探讨了89名中国英语学习者在不同教学设计下使用基于genai的聊天机器人E-Talk练习英语口语时的参与度。数据来源包括参与问卷、人机聊天记录和半结构化访谈。分析显示，与常规组相比，教师指导组表现出更高的行为，认知和社会参与，揭示了结构化教学支持的价值。值得注意的是，教师指导和任务模式共同塑造了认知投入，主题对话在教师指导组中引发了更高的认知投入。综上所述，研究结果强调了教学设计的重要性，以及学习者参与genai辅助英语口语练习的语境依赖性。本研究提供了经验证据，支持教师和任务设计在增强GenAI驱动的第二语言学习体验中的作用，并有助于更广泛地讨论教学设计对促进GenAI在个性化学习中的作用的重要性。

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引用次数: 0

Does instructional language matter in CLIL? A study of learner proficiency and affective factors 教学语言在CLIL中重要吗？学习者熟练程度与情感因素研究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-20 DOI: 10.1016/j.system.2025.103961

Ikuya Aizawa , Yui Suzukida

This study examines the English language proficiency and affective factors of Japanese university students enrolled in medical programs taught in English (CLIL) (n = 44) and those taught in Japanese (L1-supported CLIL, n = 61). Pre- and post-study questionnaires, administered over a 14-week semester, measured speaking and writing proficiency, L2 speaking and writing anxiety, language learning enjoyment, international posture and willingness to communicate. The results show that both CLIL and L1-supported CLIL students experienced gains in speaking proficiency and a reduction in L2 speaking anxiety.

The CLIL group demonstrated a decrease in L2 writing anxiety and an increase in willingness to communicate, while the L1-supported CLIL group showed an increase in international posture. This study reveals that L1 instruction in certain aspects of the first year of the CLIL curriculum appears to provide a supportive environment for lower-proficiency students to develop L2 proficiency and an international posture. Pedagogical implications are discussed in relation to the importance of selecting instructional language according to students’ L2 proficiency levels when designing CLIL programmes.

本研究考察了日本大学英语医学专业（CLIL）学生（n = 44）和日语医学专业（l1支持的CLIL）学生（n = 61）的英语语言能力和情感因素。在为期14周的学期中，研究人员对学生的口语和写作能力、第二语言口语和写作焦虑、语言学习乐趣、国际姿态和交流意愿进行了问卷调查。结果表明，CLIL和l1支持的CLIL学生口语熟练程度均有提高，第二语言口语焦虑有所减少。CLIL组表现出第二语言写作焦虑的减少和交流意愿的增加，而l1支持的CLIL组表现出国际姿态的增加。本研究表明，在CLIL课程第一年的某些方面，L1教学似乎为低水平学生发展L2水平和国际姿态提供了一个支持性环境。在设计CLIL课程时，根据学生的第二语言熟练程度选择教学语言的重要性，讨论了教学意义。

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引用次数: 0

Junior secondary EFL learners’ enjoyment of homework: A mixed-methods comparative study of a high-, average-, and low-achieving school in Hong Kong 初中英语学习者对家庭作业的享受：香港一所高、中、低成绩学校的混合方法比较研究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-19 DOI: 10.1016/j.system.2026.103981

Art Tsang , Benjamin Luke Moorhouse

Positive emotions such as enjoyment have recently come to the fore in FL research and education. However, very few studies to date have focused on learners' emotions associated with doing homework, a common practice institutionalized in many FL education settings. In this comparative study, we examined 327 Grade 7 EFL learners' levels of enjoyment of homework in a high-, an average-, and a low-achieving school in Hong Kong. We elicited, through a questionnaire, their enjoyment of the most common types of English homework assigned by their teachers in their specific schools at two timepoints with a one-year gap. 24 participants were interviewed after the second timepoint. Overall, the participants’ levels of enjoyment were neutral to negative. The high-achieving participants had the highest level of enjoyment while the low-achievers had the lowest. This pattern remained largely the same across the two timepoints. The qualitative data shed light on the overall low enjoyment associated with homework and different levels of enjoyment between different kinds of homework in specific schools.

积极的情绪，如享受，最近在外语研究和教育中脱颖而出。然而，迄今为止，很少有研究关注学习者与做作业相关的情绪，这是许多外语教育环境中常见的做法。在这项比较研究中，我们调查了327名七年级英语学习者在香港一所成绩优异的学校、一所成绩一般的学校和一所成绩较差的学校对家庭作业的享受程度。我们通过一份调查问卷，了解他们在两个时间点（间隔一年）对各自学校老师布置的最常见的英语作业的喜爱程度。24名参与者在第二个时间点之后接受了采访。总的来说，参与者的快乐程度是中性到消极的。成绩优异的参与者享受的程度最高，而成绩不佳的参与者享受的程度最低。这一模式在两个时间点上基本保持不变。定性数据揭示了家庭作业的整体低乐趣，以及特定学校不同类型家庭作业的不同享受程度。

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引用次数: 0

Linking mindsets to emotions in foreign language learning: A study integrating situated expectancy-value and control-value theories across proficiency levels 在外语学习中连结心态与情绪：一项跨熟练程度整合情境期望值与控制值理论的研究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-17 DOI: 10.1016/j.system.2026.103975

Dawei Wei , Luk Van Mensel , Chunyan Xu

Grounded in situated expectancy-value theory (SEVT) and control-value theory (CVT), this three-wave time-ordered study investigates how motivational constructs – self-efficacy, utility, interest, and cost – mediate the effects of mindsets on achievement emotions in English as a Foreign Language (FL) learning, with a specific focus on proficiency level as a moderating factor. Data were collected from 778 university students at three time points over one semester, with mindsets assessed at T1, motivation at T2, and emotions (enjoyment, anxiety, and boredom) at T3. Structural equation modelling revealed that a growth mindset was associated with lower anxiety and boredom and higher enjoyment through distinct control- and value-related appraisals. In contrast, a fixed mindset intensified anxiety and boredom via perceived cost. Notably, proficiency level moderated these pathways: the protective effect of a growth mindset on anxiety and boredom – via reduced perceived cost – was observed only among higher-proficiency learners. These findings advance the integration of SEVT and CVT in FL research and underscore the importance of differentiating motivational-emotional interventions by proficiency level.

本研究以情境期望价值理论（SEVT）和控制价值理论（CVT）为基础，探讨动机建构（自我效能、效用、兴趣和成本）如何调节心态对英语作为外语学习成就情绪的影响，并特别关注熟练程度作为调节因素。研究人员在一个学期的三个时间点收集了778名大学生的数据，在T1阶段评估心态，在T2阶段评估动机，在T3阶段评估情绪（享受、焦虑和无聊）。结构方程模型显示，通过不同的控制和价值相关的评估，成长型心态与较低的焦虑和无聊以及较高的享受有关。相反，固定心态通过感知成本加剧了焦虑和无聊。值得注意的是，熟练程度调节了这些途径：成长心态对焦虑和无聊的保护作用-通过降低感知成本-仅在熟练程度较高的学习者中观察到。这些发现促进了在外语研究中SEVT和CVT的整合，并强调了按熟练程度区分动机-情绪干预的重要性。

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引用次数: 0