System最新文献 - Book学术

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-05 DOI: 10.1016/j.system.2025.103943

Ge Xu, Xuesong(Andy) Gao

引用次数: 0

Corrigendum to “The impact of AI chatbots on EFL learners’ oral proficiency and willingness to communicate” [System 136 (2026) 103919] “人工智能聊天机器人对英语学习者口语能力和交流意愿的影响”[System 136(2026) 103919]的勘误表

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-04 DOI: 10.1016/j.system.2025.103939

Wenrui Zhang

引用次数: 0

Learner-initiated self-selection as a next speaker in a technology-mediated L2 learning environment: A multimodal conversation analytic perspective 在技术介导的第二语言学习环境中，学习者主动选择下一个说话者：多模态会话分析视角

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-03 DOI: 10.1016/j.system.2025.103914

Simin Ren, Paul Seedhouse

Extensive research on next speaker selection in L2 classrooms has predominantly examined teacher-initiated nominations (e.g., Mortensen, 2008; Lauzon & Berger, 2015) or student self-selection under teacher coordination (Waring, 2011). This study shifts the focus to how L2 Chinese learners accomplish learner-initiated self-selection in a real-world, technology-mediated environment without teacher presence or institutional scaffolding. Building on Sacks et al. (1974), we reconceptualise learner-initiated self-selection as an interactional trajectory – a sequentially and multimodally achieved process, rather than a competitive act of floor-taking.

Using Multimodal Conversation Analysis (CA), we examine interactions in the Chinese Digital Kitchen (CDK), a task-based language learning environment where 72 beginner-to-advanced L2 Chinese learners cooked authentic recipes using the Linguacuisine App (Seedhouse et al., 2019). The app provided video, audio, image, and text instructions, but learners received minimal guidance and no teacher support. Analysis of the cooking sessions identifies four recurrent trajectories of learner-initiated self-selection: knowledge-display, sequential-organisation, technology-mediated opportunity, and embodied. These trajectories are not mutually exclusive but form overlapping pathways through which learners coordinate turns, manage task progression, and negotiate epistemic and procedural alignment.

Theoretically, this study contributes to CA-for-SLA by reframing self-selection as a distributed, multimodal accomplishment shaped by technological and material affordances rather than institutional regulation. It extends CA-for-SLA into non-institutional, real-world environments, showing how learners mobilise verbal, embodied, and digital resources to self-organise participation and task completion. These findings offer portable analytic categories for examining learner-initiated interaction in informal, teacher-absent, technology-mediated L2 task, and inform the design of multimodal, learner-directed learning environment.

关于第二语言课堂下一位演讲者选择的广泛研究主要考察了教师发起的提名（例如，Mortensen, 2008; Lauzon & Berger, 2015）或教师协调下的学生自我选择（Waring, 2011）。本研究将重点转移到二语中国学习者如何在没有教师在场或制度框架的现实世界中，以技术为媒介的环境中完成学习者发起的自我选择。在Sacks等人（1974）的基础上，我们将学习者发起的自我选择重新定义为一个相互作用的轨迹——一个顺序的、多模态的实现过程，而不是一个竞争的发言行为。使用多模式会话分析（CA），我们研究了中国数字厨房（CDK）中的互动，这是一个基于任务的语言学习环境，72名初级到高级的第二语言中国学习者使用linguacuine应用程序烹饪正宗的食谱（Seedhouse等人，2019）。该应用程序提供视频、音频、图像和文字指导，但学习者得到的指导很少，也没有老师的支持。对烹饪课程的分析确定了学习者发起的自我选择的四个循环轨迹：知识展示、顺序组织、技术介导的机会和体现。这些轨迹不是相互排斥的，而是形成重叠的路径，通过这些路径，学习者协调转弯，管理任务进度，并协商认知和程序对齐。从理论上讲，本研究通过将自我选择重新定义为一种分布式的、多模式的成就，而这种成就是由技术和物质的支持而不是制度规定形成的，从而为sla的ca做出了贡献。它将CA-for-SLA扩展到非机构的、真实的环境中，展示了学习者如何调动语言、实体和数字资源来自组织参与和完成任务。这些发现为研究非正式、教师缺席、技术介导的第二语言任务中学习者发起的互动提供了可移植的分析类别，并为多模态、学习者导向的学习环境的设计提供了信息。

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引用次数: 0

An assessment framework for human-AI collaborative competence in second language writing: Evidence from the Chinese EFL context 第二语言写作中人类-人工智能协作能力的评估框架：来自中国英语语境的证据

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-30 DOI: 10.1016/j.system.2025.103937

Huili Cui , Omer Hassan Ali Mahfoodh , Hao Dong , Mambetakunov Ulanbek

Human-AI collaborative competence in second language (L2) Writing, which involves learners' strategic interaction with AI tools, has emerged as a crucial construct as AI reshapes traditional assessment paradigms. Existing frameworks, however, often overlook the interplay of cognitive, applicative, and regulatory dimensions, fail to integrate process and product, and neglect the sociocultural realities of Chinese EFL learners’ engagement with AI. This study addresses these gaps by developing an assessment framework for human-AI collaborative competence in the Chinese EFL writing context. Grounded in Distributed Cognition and Second Language Writing theories, the study employed a three-phase mixed-methods design: expert interviews and thematic analysis to construct a preliminary framework, a Delphi study for refinement, and the Analytic Hierarchy Process to determine empirical weightings. The final framework includes 5 primary, 10 secondary, and 20 tertiary indicators across cognitive, applicative, and regulatory dimensions. Results reveal a strong preference for the Applicative dimension (0.500), with the Cognitive and Regulatory dimensions equally weighted (0.250 each). This study contributes fourfold: theoretically, by conceptualizing and localizing a multidimensional framework with a hierarchical model and weighted indicators for human-AI collaborative competence in L2 writing; practically, by providing an evidence-based framework for instruction, curriculum, and assessment; ethically, by transforming abstract principles into concrete criteria; and internationally, by demonstrating cross-cultural adaptability while maintaining theoretical integrity.

随着人工智能重塑传统的评估范式，人类与人工智能在第二语言写作中的协作能力已经成为一项至关重要的构建，这涉及到学习者与人工智能工具的战略性互动。然而，现有的框架往往忽视了认知、应用和监管维度的相互作用，未能整合过程和产品，也忽视了中国英语学习者与人工智能互动的社会文化现实。本研究通过开发中文英语写作环境中人类-人工智能协作能力的评估框架来解决这些差距。本研究以分布式认知和第二语言写作理论为基础，采用三阶段混合方法设计：专家访谈和专题分析构建初步框架，德尔菲研究进行细化，层次分析法确定经验权重。最终的框架包括5个主要指标，10个次要指标和20个第三指标，跨越认知、应用和监管维度。结果显示，人们对应用维度（0.500）有强烈的偏好，认知和调节维度的权重相同（各0.250）。本研究的贡献有四方面：从理论上讲，通过对第二语言写作中人类-人工智能协作能力的层次模型和加权指标的多维框架进行概念化和定位；实际上，通过为教学、课程和评估提供一个基于证据的框架；伦理上，将抽象原则转化为具体标准；在国际上，在保持理论完整性的同时展示跨文化适应性。

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引用次数: 0

Effects of the 4/3/2 activity revisited: Aptitude matters, but distributed practice does not 重新审视4/3/2活动的影响：天资很重要，但分散式实践并不重要

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-28 DOI: 10.1016/j.system.2025.103936

Jiali Guo, Kazuya Saito

This study investigated how individuals' perceptual–cognitive aptitudes (auditory processing and working memory) and practice schedules (massed vs. spaced) relate to L2 speech production—specifically fluency and accuracy—during a repeated monologue task under increasing time pressure. The sample comprised 50 Chinese university students with intermediate to advanced English proficiency. Participants were randomly assigned to either a massed 4/3/2 group (n = 25), who completed the task continuously, or a spaced 4/3/2 group, who had two 5-min intervals between monologues. Statistical analyses indicated (a) that the 4/3/2 activity significantly promoted certain aspects of fluency (but not accuracy) development, regardless of the interval conditions; and (b) that fluency gains, particularly those related to linguistic encoding (e.g., mid-clause pauses, past tense error ratio), were significantly associated with participants’ perceptual abilities (i.e., auditory processing) rather than their cognitive working memory. Taken together, these findings suggest that more precise perceptual acuity may play a facilitative role in L2 speech production among Chinese L2 learners. The results highlight a unique relationship between different aptitude domains (perceptual vs. cognitive) and language development (fluency vs. accuracy) .

本研究调查了个体的感知-认知能力（听觉处理和工作记忆）和练习计划（大量与间隔）与第二语言产生的关系，特别是流畅性和准确性，在不断增加的时间压力下重复独白任务。样本包括50名具有中级到高级英语水平的中国大学生。参与者被随机分配到连续完成任务的4/3/2组（n = 25）和间隔完成任务的4/3/2组，他们在独白之间有两次5分钟的间隔。统计分析表明(a)无论间隔条件如何，4/3/2活动显著促进了流利性（但不是准确性）发展的某些方面；(b)流利程度的提高，特别是那些与语言编码有关的（例如，句中停顿，过去时错误率），与参与者的感知能力（即听觉处理）而不是他们的认知工作记忆显著相关。综上所述，这些发现表明，更精确的感知灵敏度可能在中国二语学习者的二语言语产生中发挥促进作用。研究结果强调了不同能力倾向领域（知觉与认知）和语言发展（流利与准确）之间的独特关系。

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引用次数: 0

In search of a “big idea”: A critical review of the function of comparison processes in language learning psychology 寻找“伟大的想法”：对语言学习心理学中比较过程功能的批判性回顾

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-26 DOI: 10.1016/j.system.2025.103923

Alastair Henry , Meng Liu

Research into the psychology of language learning (PLL) can make important contributions to the knowledge base of the teaching profession. However, impact can be hampered by conceptual accessibility. One way to enhance accessibility is to enable practitioners to encounter research through a smaller number of “big ideas”. A “big idea” is a core idea that connects subfields and links disciplinary understandings into coherent wholes. A “big idea” is not always apparent. Sometimes it needs to be uncovered. In PLL, a candidate “big idea” involves the role that comparison processes play in self-appraisals. This article reports on findings from a critical review, the purpose of which was to consider whether comparison processes meet the criteria for a “big idea”: a parsimoniously formulated and intuitively understandable concept that (a) spans across subfields, and (b) links disciplinary understandings. Four subfields of PLL were included in the review: motivation, regulation, willingness to communicate, and emotions. Examinations of paradigmatic models and key conceptualizations demonstrate how comparison processes meet these criteria. Results are discussed in relation to conceptual accessibility, the importance of formulating research objectives and interpreting findings in ways that benefit teachers and other non-specialist stakeholders, and the changes in research practices that are needed.

语言学习心理学的研究可以为教学专业的知识基础做出重要贡献。然而，这种影响可能会受到概念可及性的阻碍。提高可访问性的一种方法是使从业者能够通过较少数量的“大想法”来接触研究。“大思想”是一个核心思想，它连接子领域，并将学科理解联系成连贯的整体。“伟大的想法”并不总是显而易见的。有时它需要被揭露。在PLL中，候选的“大想法”涉及比较过程在自我评价中所起的作用。本文报告了一篇批判性综述的发现，其目的是考虑比较过程是否符合“大思想”的标准：一个简洁的表述和直观易懂的概念，(a)跨越子领域，(b)联系学科理解。这篇综述包括了PLL的四个子领域：动机、规则、沟通意愿和情感。范式模型和关键概念的检验演示了比较过程如何满足这些标准。结果讨论了概念可及性，制定研究目标的重要性，以有利于教师和其他非专业利益相关者的方式解释研究结果，以及研究实践中需要的变化。

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引用次数: 0

The effect of social media use on language learning: A meta-analysis 社交媒体使用对语言学习的影响：一项元分析

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-25 DOI: 10.1016/j.system.2025.103931

Mohammad Shams Ud Duha , Xiuxiu Tang , Ayaka Matsuo , Bo Zhu , Yukiko Maeda

This meta-analysis with a random-effects model investigated the effect of the use of social media on college students' foreign language learning outcomes and identified the conditions that moderate the effect. The analysis included 40 independent effect sizes from 40 primary studies in which the effect of various social media on language learning was examined. Our analysis yielded a weighted average Hedges’ effect size of 1.68 with a 95 % confidence interval (CI) from 0.86 to 2.50, meaning that the use of social media has a strong positive impact on language learning. A heterogeneity test revealed that there was significant variability across the 40 effect sizes included in this study (Q[39] = 773.37, p < .001,

τ^{2} = 6.77

;

I^{2} = 98.93 %

). While year of publication and publication type were found to be significant moderators; social media platforms, interlocutor, modality, context, quality of the study, and learning objectives were not found to be significant moderators, suggesting some unknown factors influence the variability in effect sizes.

本文采用随机效应模型对社交媒体使用对大学生外语学习结果的影响进行了meta分析，并确定了调节这种影响的条件。该分析包括来自40项主要研究的40个独立效应值，其中检验了各种社交媒体对语言学习的影响。我们的分析得出加权平均对冲效应值为1.68,95%置信区间（CI）从0.86到2.50，这意味着使用社交媒体对语言学习有很强的积极影响。异质性检验显示，本研究中包含的40个效应量存在显著差异（Q[39] = 773.37, p < .001, τ2=6.77; I2=98.93%）。而出版年份和出版类型是显著的调节因素；社交媒体平台、对话者、模式、情境、研究质量和学习目标没有被发现是显著的调节因子，这表明一些未知因素影响了效应量的变异性。

{"title":"The effect of social media use on language learning: A meta-analysis","authors":"Mohammad Shams Ud Duha , Xiuxiu Tang , Ayaka Matsuo , Bo Zhu , Yukiko Maeda","doi":"10.1016/j.system.2025.103931","DOIUrl":"10.1016/j.system.2025.103931","url":null,"abstract":"<div><div>This meta-analysis with a random-effects model investigated the effect of the use of social media on college students' foreign language learning outcomes and identified the conditions that moderate the effect. The analysis included 40 independent effect sizes from 40 primary studies in which the effect of various social media on language learning was examined. Our analysis yielded a weighted average Hedges’ effect size of 1.68 with a 95 % confidence interval (CI) from 0.86 to 2.50, meaning that the use of social media has a strong positive impact on language learning. A heterogeneity test revealed that there was significant variability across the 40 effect sizes included in this study (<em>Q</em>[39] = 773.37, <em>p</em> < .001, <span><math><mrow><msup><mi>τ</mi><mn>2</mn></msup><mo>=</mo><mn>6.77</mn></mrow></math></span>; <span><math><mrow><msup><mi>I</mi><mn>2</mn></msup><mo>=</mo><mn>98.93</mn><mo>%</mo></mrow></math></span>). While year of publication and publication type were found to be significant moderators; social media platforms, interlocutor, modality, context, quality of the study, and learning objectives were not found to be significant moderators, suggesting some unknown factors influence the variability in effect sizes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103931"},"PeriodicalIF":5.6,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145691411","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

Tension or harmony? Unpacking the language, multilingual and national identities of foreign language learners in China 紧张还是和谐？解读中国外语学习者的语言、多语和民族认同

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-25 DOI: 10.1016/j.system.2025.103933

Lefan Wang , Yanchuan Geng

While the identity dynamics of foreign language learners have attracted considerable scholarly attention, the intricate interplay between the multifaceted identities of multilingual learners remains less charted. This study, employing Q methodology alongside elicited metaphor analysis, investigated how Chinese college learners majoring in Japanese, while also studying English, construct and position their national identity, language-specific identities, and an overarching multilingual identity. The results reveal three distinct identity profiles: 1) a self-driven multilingual learner with strong national and English identity; 2) a self-driven multilingual learner with strong national and Japanese identity; and 3) a passive multilingual learner with strong national identity. The findings suggest that all participants exhibited strong national identity, which did not directly conflict with their language learning identities. Moreover, English and Japanese identities did not inherently compete. Instead, learners’ preferences depended on perceived difficulty, cultural resonance, and personal relevance to the target languages. A superordinate multilingual identity was observed among certain learners, while others demonstrated weaker self-identification with general multilingualism. Based on these insights, we discuss the implications for future foreign language education and multilingual research within the Chinese context and beyond.

虽然外语学习者的身份动态已经引起了相当多的学术关注，但多语言学习者的多面身份之间错综复杂的相互作用仍然很少被描绘出来。本研究采用Q法结合引出隐喻分析，调查了日语专业的中国大学生在学习英语的同时，如何构建和定位他们的民族认同、特定语言认同和总体多语言认同。结果显示了三种不同的身份特征：1)自我驱动的多语言学习者，具有强烈的民族和英语身份；2)自我驱动的多语言学习者，具有强烈的民族和日本认同感；3)具有强烈民族认同的被动多语学习者。研究结果表明，所有参与者都表现出强烈的民族认同，这与他们的语言学习认同并不直接冲突。此外，英国人和日本人的身份并不存在内在的竞争。相反，学习者的偏好取决于感知难度、文化共鸣和个人与目标语言的相关性。在某些学习者中观察到超常的多语言认同，而其他学习者则表现出较弱的一般多语言自我认同。基于这些见解，我们讨论了在中国及其他国家未来外语教育和多语研究的意义。

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引用次数: 0

Beyond word count: The role of note quality on EFL students’ lecture listening comprehension 字数之外：笔记质量在英语学生课堂听力理解中的作用

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-25 DOI: 10.1016/j.system.2025.103927

Shizuka Sakurai, Ryan Spring

Although studies highlight the importance of note quality, most research on notetaking has traditionally focused on the quantity of words students produce. To address this gap, the present study investigates the effects of notetaking instruction on various dimensions of note quality and examines how these dimensions relate to the listening comprehension of 195 EFL learners at a Japanese university over one semester. Students received training in listening to academic lectures and taking notes using abbreviations and symbols. Each week, they listened to a short lecture, took notes, and answered comprehension questions in English. The lectures were carefully designed to ensure consistency in length, speech rate, lexical difficulty, topic diversity, and syntactic complexity. The first and final lectures served as pre- and post-tests to measure changes in notetaking and listening skills. Two trained raters (Cronbach's alpha = .90) assessed note organization and the inclusion of key and supporting information. All aspects showed substantial improvement following the instruction. Additionally, we analyzed which aspects of notetaking were associated with lecture comprehension, improvement, and EGAP listening performance, as measured by the TOEFL ITP®. The results showed that well-organized notes and the inclusion of main ideas and details were particularly important for listening comprehension. These findings suggest that teachers and researchers should place greater emphasis on the quality of student notes, and that students need to develop skills to effectively identify key information and organize it during lectures.

虽然研究强调笔记质量的重要性，但大多数关于笔记的研究传统上都集中在学生写的单词数量上。为了解决这一差距，本研究调查了笔记教学对笔记质量各个维度的影响，并考察了这些维度与日本一所大学195名英语学习者一个学期的听力理解之间的关系。学生们接受了听学术讲座和使用缩写和符号做笔记的培训。每周，他们听一个简短的讲座，做笔记，并用英语回答理解性问题。讲座经过精心设计，以确保长度、语速、词汇难度、主题多样性和句法复杂性的一致性。第一节和最后一节课作为前后测试，以衡量学生记笔记和听力技能的变化。两名经过训练的评分者（Cronbach’s alpha = .90）评估音符的组织以及关键和辅助信息的包含。在此指导下，各方面均有明显改善。此外，我们分析了记笔记的哪些方面与托福ITP®测试的讲座理解、改进和EGAP听力表现有关。结果表明，条理清晰的笔记、包含主旨和细节对听力理解尤为重要。这些发现表明，教师和研究人员应该更加重视学生笔记的质量，学生需要培养在课堂上有效识别关键信息并组织这些信息的技能。

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引用次数: 0

EFL learners’ flow experience in story continuation writing 英语学习者在故事连篇写作中的流体验

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-24 DOI: 10.1016/j.system.2025.103932

Yanting Wu, Lin Jiang

Despite the recognized importance of flow experience in enhancing language learning outcomes, L2 writing remains an understudied domain where learners consistently report lower flow levels compared to other language tasks (Zuniga, 2023). This study addresses two gaps: (1) the overreliance on quantitative approaches and non-linguistic theoretical frameworks in existing flow studies, and (2) the less attention given to flow in writing contexts. Focusing specifically on story continuation writing, the present study employed a qualitative analysis of 108 university students' reflective diaries to examine the phenomenological characteristics and influencing factors of flow experience. Three features of flow experience emerged from the data: transcendence of self, complex emotions, and a flood of creative flow. The study further reveals that inherent task characteristics, such as accessible linguistic models, interestingness of story, clues, and suspense setting, to name just a few, effectively stimulate learners' interest and then help learners enter the flow state. Furthermore, balancing skills and challenges through environmental control and mastery of preceding texts' languages and clues, goal-setting through outlining, and immediate feedback through creative breakthroughs also significantly affect flow experience.

尽管流体验在提高语言学习成果方面的重要性得到了公认，但第二语言写作仍然是一个未被充分研究的领域，与其他语言任务相比，学习者一直报告流水平较低（Zuniga, 2023）。本研究解决了两个空白：(1)现有流研究过度依赖定量方法和非语言理论框架；(2)对写作语境中的流关注较少。本研究以故事续篇写作为研究对象，对108名大学生的反思性日记进行定性分析，探讨心流体验的现象学特征及其影响因素。数据显示了心流体验的三个特征：超越自我、复杂的情感和大量的创造性心流。本研究进一步揭示了任务的固有特征，如语言模型的可及性、故事的趣味性、线索和悬念设置等，可以有效地激发学习者的兴趣，从而帮助学习者进入心流状态。此外，通过环境控制和掌握前面文本的语言和线索来平衡技能和挑战，通过概述来设定目标，通过创造性突破来即时反馈，也会显著影响心流体验。

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引用次数: 0