System最新文献 - Book学术

From shy to fly: Facilitating EFL learners’ willingness to communicate with an AI chatbot and an intelligent tutoring system 从害羞到飞翔：通过人工智能聊天机器人和智能辅导系统促进英语学习者的交流意愿

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-13 DOI: 10.1016/j.system.2024.103501

Danyang Zhang , Junjie Gavin Wu , Zhuxia Fu

Willingness to communicate (WTC) has been identified as a crucial factor in improving EFL learners' speaking. However, enhancing WTC often remains a major challenge. The recent emergence of artificial intelligence (AI) has been heralded for its transformative potential, yet there is a lack of empirical evidence regarding how this development influences WTC. To address this, our pioneering study investigates the impact of two major AI tools on EFL learners from China, one involving a chatbot and the other an intelligent tutoring system (ITS). 82 first-year undergraduates participated in the study and were assigned to two groups: the AI chatbot group and the ITS group. Pre- and post-session WTC questionnaires, reflection journals and a teacher interview were conducted to collect data. Results revealed significant disparities in WTC changes among the groups. Specifically, the chatbot group displayed significant improvements, while the WTC of the ITS group surprisingly declined. The study delves into the reasons behind these contrasting performances. It concludes by proposing practical implications based on the findings.

交际意愿（WTC）被认为是提高 EFL 学习者口语水平的关键因素。然而，提高 WTC 往往仍是一项重大挑战。最近出现的人工智能（AI）因其变革潜力而备受赞誉，但关于这一发展如何影响 WTC 却缺乏实证证据。为了解决这个问题，我们的开创性研究调查了两种主要的人工智能工具对中国 EFL 学习者的影响，一种是聊天机器人，另一种是智能辅导系统（ITS）。82 名一年级本科生参加了这项研究，并被分配到两组：人工智能聊天机器人组和智能辅导系统组。研究人员通过课前和课后的 WTC 问卷、反思日记和教师访谈收集数据。结果显示，各组之间的 WTC 变化存在明显差异。具体来说，聊天机器人组的成绩有了显著提高，而 ITS 组的 WTC 却出人意料地下降了。本研究深入探讨了这些截然不同的表现背后的原因。最后，研究人员根据研究结果提出了实际意义。

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引用次数: 0

The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language 教学对第二语言互动能力发展的影响：汉语作为第二语言的听者反应

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-13 DOI: 10.1016/j.system.2024.103511

Wei Wang , Meng Yeh

Listener responses (LRs) are utterances produced by non-primary speakers (e.g. oh, okay). It is an important component of L2 learners’ interactional competence (IC). Previous studies have indicated that learners develop their capacity of deploying LRs naturally through study abroad programs. However, it remains unknown whether LRs can be effectively learned through classroom instruction, yet it is a critical issue facing language educators and learners because classroom is the primary locus for L2 learning for those without study abroad opportunities. Taking up this issue, this study compares two groups of beginning-level L2 Chinese learners, a control group with regular instruction and an experimental group with extra IC instruction, where authentic materials from L1 speakers' talk were employed to teach specific interactional practices such as LR and repair. Each learner was asked to record two spontaneous conversations with an L1 speaker, one at midterm and one at the end of the semester. Using a mixed-methods approach, this study first identifies specific types of LRs used by beginning-level learners. Statistical analyses then reveal that the two groups’ development from midterm to semester end differs significantly only in reactive expression and follow-up action. Complementing the quantitative analyses, the subsequent conversation analysis discovers qualitative developments of learners in the experimental group; their LRs show not only increased linguistic complexity and greater variety over time but also heightened sensitivity to context and capacity to advance the interaction. These findings suggest that systematic classroom instruction on IC can enhance L2 learners’ ability to engage in real-world interactions, thus supporting that IC is teachable and learnable in the classroom even for beginners with limited linguistic proficiency.

听话者反应（LRs）是由非主要说话者发出的语句（如：哦，好的）。它是第二语言学习者互动能力（IC）的重要组成部分。以往的研究表明，学习者通过留学项目自然而然地发展了使用 LRs 的能力。然而，通过课堂教学能否有效地学习 LRs 仍然是一个未知数，但这却是语言教育者和学习者面临的一个关键问题，因为对于那些没有出国留学机会的人来说，课堂是学习 L2 的主要场所。针对这一问题，本研究比较了两组初学汉语的学习者，一组是接受常规教学的对照组，另一组是接受额外 IC 教学的实验组。每个学习者都被要求记录两次与 L1 说话者的自发对话，一次在期中，一次在期末。本研究采用混合方法，首先确定了初级水平学习者使用的 LR 的具体类型。然后，通过统计分析发现，从期中到期末，两组学生的发展仅在反应性表达和后续行动方面存在显著差异。作为定量分析的补充，随后的会话分析发现了实验组学习者的定性发展；他们的 LRs 不仅显示出语言复杂性和多样性随着时间的推移而增加，而且还显示出对语境的敏感性和推进互动的能力也有所提高。这些研究结果表明，系统的课堂 IC 教学可以提高 L2 学习者参与真实世界互动的能力，从而证明 IC 在课堂上是可教可学的，即使对于语言水平有限的初学者也是如此。

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引用次数: 0

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-08 DOI: 10.1016/j.system.2024.103517

Xiao Xie, Xing Xu

引用次数: 0

Task-based pronunciation teaching: Lack of auditory precision but not memory hinders learning 基于任务的发音教学：缺乏听觉精确度而非记忆阻碍学习

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-08 DOI: 10.1016/j.system.2024.103532

Jiying Xu , Kazuya Saito , Ingrid Mora-Plaza

This study examined the impact of individual differences in perception and cognition on the effectiveness of task-based pronunciation teaching (TBPT). Seventy young adult Chinese speakers were randomly assigned to either an experimental or control group. The experimental group participated in a 30-min TBPT session, engaging in meaning-oriented tasks designed to help them notice and practice two English vocalic contrasts: [ɛ]-[æ] (e.g., “set” vs. “sat”) and [ɪ]-[i] (e.g., “sit” vs. “seat”). Participants’ learning patterns were then assessed based on their aptitude on perceptual (auditory processing) and cognitive (working memory) levels. Analysis of pre- and post-test results, conducted through forced-choice identification tasks, revealed significant improvements in vowel performance (approximately 10% gain), particularly among participants with normative auditory precision. However, the effectiveness of TBPT was limited among those with lower auditory precision. These findings highlight the negative impact of lower-order aptitude, specifically auditory processing, on the efficacy of TBPT.

本研究探讨了感知和认知方面的个体差异对任务型发音教学（TBPT）效果的影响。70名年轻的成年汉语使用者被随机分配到实验组或对照组。实验组参加了 30 分钟的任务型发音教学法（TBPT）课程，参与了以意义为导向的任务，旨在帮助他们注意并练习两种英语发声对比：[ɛ]-[æ]（如 "set "与 "sat"）和[ɪ]-[i]（如 "sit "与 "seat"）。然后，根据参与者在感知（听觉处理）和认知（工作记忆）层面的能力，对他们的学习模式进行评估。通过强制选择识别任务对测试前后的结果进行分析后发现，元音成绩有了显著提高（大约提高了 10%），尤其是听觉精确度符合标准的参与者。然而，在听觉精确度较低的学员中，TBPT 的效果有限。这些发现凸显了低阶能力（尤其是听觉处理能力）对 TBPT 效果的负面影响。

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引用次数: 0

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-08 DOI: 10.1016/j.system.2024.103535

Xinyang Feng, Yingying Liu

引用次数: 0

The roles of task-specific self-efficacy and enjoyment in EFL learners’ development of speaking CALF: A longitudinal study 特定任务的自我效能感和乐趣在英语学习者口语CALF发展中的作用：一项纵向研究

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-06 DOI: 10.1016/j.system.2024.103539

Pengyun Chang , Longyu Zhou , Lawrence Jun Zhang

This longitudinal study adopts a person-centred approach to examine EFL learners' development of speaking CALF; the fluctuating correlations of affective ID variables (self-efficacy and enjoyment), as well as their impacts on oral task performance over time. Thirty-one Chinese EFL learners completed eight oral tasks bi-weekly over six months, followed by post-task scales to measure task-specific self-efficacy and enjoyment. Data were subjected to group-based multi-trajectory modelling (GBMM) to discern the development of speaking CALF, moving correlation analysis to explore the interactions between task-specific self-efficacy and enjoyment, and panel data regression to examine the longitudinal impact of task-specific self-efficacy and enjoyment on oral task performance. GBMM results revealed variability at both the group and individual levels, despite similar educational backgrounds and learning contexts, as evidenced by differing speaking CALF patterns. Moving correlation analyses revealed dynamic, non-linear trends between self-efficacy and enjoyment. Panel data regression analyses suggested that higher levels of affective ID variables would generate better oral performance, as evidenced by speaking CALF patterns. This study successfully integrated ID variables into TBLT research within a CDST framework for enhancing our understanding of the complex nature of EFL learners’ speaking competence and underscoring the interconnectivity between task-specific self-efficacy and enjoyment.

本纵向研究采用以人为本的方法，考察 EFL 学习者口语 CALF 的发展、情感 ID 变量（自我效能感和愉悦感）的波动相关性，以及随着时间推移它们对口语任务表现的影响。31 名中国 EFL 学习者在 6 个月内每两周完成 8 个口语任务，然后进行任务后量表，以测量特定任务的自我效能感和愉悦感。我们对数据进行了基于群体的多轨迹建模（GBMM），以发现口语CALF的发展；进行了移动相关分析，以探索特定任务自我效能感和乐趣之间的交互作用；进行了面板数据回归，以考察特定任务自我效能感和乐趣对口语任务表现的纵向影响。GBMM 的结果显示，尽管教育背景和学习环境相似，但在群体和个人层面都存在差异，不同的口语 CALF 模式就是证明。移动相关分析揭示了自我效能感和乐趣之间的动态非线性趋势。小组数据回归分析表明，情感性 ID 变量水平越高，口语表现越好，这一点可以从口语 CALF 模式中得到证明。本研究在 CDST 框架内成功地将 ID 变量纳入了 TBLT 研究，从而加深了我们对 EFL 学习者口语能力复杂性的理解，并强调了特定任务的自我效能感与乐趣之间的相互联系。

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引用次数: 0

Exploring language teacher education through researcher-practitioner co-construction of differentiated instruction 通过研究者与实践者共同构建差异化教学，探索语文教师教育

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-06 DOI: 10.1016/j.system.2024.103540

Peichang He , Yuen Yi Lo

Differentiated instruction has been advocated for embracing learner diversity, but it has been found that differentiated instruction implementation is difficult and teachers often feel unprepared. This qualitative case study explored the professional development of two English language teachers in two participating schools of a school-university collaboration project on diversity management in Hong Kong. Based on the data collected from co-planning meetings, lesson observations, semi-structured interviews, focus groups and artefacts, the study showed that research-informed teaching and teaching-informed research were both indispensable to differentiated instruction infrastructure building; school cultures and teacher efficacies both affected teachers’ attitudes towards researcher-practitioner collaboration modes for professional development. Teachers whose efficacy and professional learning community remained at a developing stage tended to rely on an expert-guided collaboration mode. Yet, those whose efficacy and professional learning community had advanced would prefer a more self-redirected learning mode. These findings shed light on bridging the researcher-practitioner divide in teacher education.

差异化教学一直被倡导为拥抱学习者的多样性，但人们发现，差异化教学的实施是困难的，教师往往感到毫无准备。这项定性个案研究探讨了香港两所参与校际合作项目的学校的两位英语教师在多元化管理方面的专业发展情况。根据从共同规划会议、观课、半结构式访谈、焦点小组和人工制品中收集到的数据，研究表明，以研究为基础的教学和以教学为基础的研究都是差异化教学基础建设中不可或缺的；学校文化和教师效能都影响着教师对研究者-实践者专业发展合作模式的态度。效能感和专业学习社区仍处于发展阶段的教师倾向于依赖专家指导的合作模式。然而，那些效能感和专业学习社区已取得进步的教师则更倾向于自我指导的学习模式。这些发现为弥合教师教育中研究者与实践者之间的鸿沟提供了启示。

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引用次数: 0

Investigating the capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective 从学习者角度研究基于大型语言模型的任务导向型对话聊天机器人的能力

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-05 DOI: 10.1016/j.system.2024.103538

Jang Ho Lee , Dongkwang Shin , Yohan Hwang

Second language (L2) learning has explored ways to maximize the benefits of using chatbots as a pedagogical resource for language practice and development. Given the growing consensus regarding the need to develop task-oriented dialogue (TOD) chatbots specifically designed for language learning purposes and recent advances in large language models (LLMs), the present study investigates the capabilities of LLM-based TOD chatbots from L2 learners’ perspectives. To this end, we developed two TOD conversational agents using Poe Artificial Intelligence (AI), which provides easy-to-use LLM-based chatbot-building tools. South Korean undergraduate L2 students were asked to engage in two chatbot-based linguistic tasks and complete a survey regarding their perceptions of LLM-based TOD chatbots. The results showed that the utterances generated by these state-of-the-art chatbots were perceived as very natural, and they were found to be highly capable of understanding dialogues in context and keeping track of the progress of the conversation to produce contextually appropriate responses to the user’s input. These chatbots were rated positively overall in terms of their usefulness as a resource for L2 learning, as learners are motivated and remain interested in engaging in conversations with chatbots, thus maximizing learning effects.

第二语言（L2）学习一直在探索如何最大限度地利用聊天机器人作为语言实践和发展的教学资源。鉴于越来越多的人认为有必要开发专为语言学习目的设计的任务导向型对话（TOD）聊天机器人，以及大语言模型（LLM）的最新进展，本研究从 L2 学习者的角度调查了基于 LLM 的 TOD 聊天机器人的能力。为此，我们使用 Poe 人工智能（AI）开发了两个 TOD 对话代理，它提供了易于使用的基于 LLM 的聊天机器人构建工具。我们要求韩国本科 L2 学生参与两项基于聊天机器人的语言任务，并就他们对基于 LLM 的 TOD 聊天机器人的看法完成了一项调查。结果显示，这些先进的聊天机器人所生成的语篇被认为非常自然，而且它们能够很好地理解上下文中的对话，并跟踪对话的进展情况，从而根据上下文对用户的输入做出适当的回应。这些聊天机器人在作为语言学习资源的实用性方面获得了积极的总体评价，因为学习者在与聊天机器人进行对话时会被激发并保持兴趣，从而最大限度地提高学习效果。

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引用次数: 0

The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course 在英语听力课程中，自我认知的学习需求对自我调节学习和学习成果的影响

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-02 DOI: 10.1016/j.system.2024.103503

Hongwen Cai, Qian Yu

The present study explored how students’ self-perceived learning needs affected their self-regulated learning and academic achievements in an EFL listening course. The study was conducted at a stage when the intended learning objectives focused on word and phrase recognition, involving 87 Chinese college students. Self-perceived learning needs were quantified through a questionnaire, immediate learning outcomes were measured through quizzes in the course of the study, and academic achievements were measured at the beginning and end of the study. Path models that hypothesized different structural relationships among the variables were compared. The results revealed that the full effect of self-perceived learning needs on immediate outcomes could be decomposed into an indirect negative effect and a direct positive effect, attributed respectively to the descriptive and evaluative components of self-perception. The effect of self-perceived learning needs on final outcomes was mediated by immediate outcomes. Besides, qualitative evidence from six participants’ learning journals indicated that students who over-estimated their learning needs engaged more actively in the intended learning objectives, in line with the direct positive effect of self-perception on immediate outcomes. The study highlighted extra awareness of one’s learning needs as an enhancer of self-regulated learning and learning outcomes.

本研究探讨了在 EFL 听力课程中，学生的自我认知学习需求如何影响他们的自我调节学习和学业成绩。研究是在预期学习目标集中于单词和短语识别的阶段进行的，涉及 87 名中国大学生。通过调查问卷量化了自我认知的学习需求，通过学习过程中的测验测量了即时学习成果，并在学习开始和结束时测量了学习成绩。对假设变量之间存在不同结构关系的路径模型进行了比较。结果显示，自我认知的学习需求对直接结果的全部影响可分解为间接负效应和直接正效应，分别归因于自我认知的描述性和评价性成分。自我认知的学习需求对最终结果的影响是以即时结果为中介的。此外，从六位参与者的学习日记中获得的定性证据表明，高估了自己学习需求的学生更积极地参与到预期的学习目标中，这与自我认知对即时结果的直接积极影响是一致的。这项研究强调，对自身学习需求的额外认识是自我调节学习和学习成果的促进因素。

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引用次数: 0

A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing 关于数字童话改写能力的研究：数字多模态创作的批判性扫盲方法

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-01 DOI: 10.1016/j.system.2024.103536

Ka Yan Lam, Elsa Wahyuni Putri

Digital multimodal composing (DMC) is the production of texts using multimodal semiotic resources and digital tools. This study integrated critical literacy pedagogy into DMC in an EFL context through both course design and task design, proposing digital fairy-tale rewriting (DFTR) as a genre of DMC for critical literacy practices. Taiwanese university students in the study created multimodal videos of retold fairy tales addressing social issues to promote critical literacy. The study adopted a conceptual framework of DMC affordances to examine the possibilities afforded by DFTR. Affordances refer to the potential and limitations of a mode for meaning representation and communication, as perceived by teachers and students. Data collected included participants’ surveys, reflective writings, and analysis of the DMC artifacts. Results indicated substantial evidence of technological, educational, and social benefits of DFTR compared to past learning experiences, with enhanced affordances including transmediation, multiliteracies, creativity, and civic participation. Digital skills and multimodal literacy were developed to strengthen critical literacy learning across four dimensions, enriching prior studies on DMC affordances and critical literacy scholarship. The study also contributed a refined conceptual framework of DFTR affordances, expanded by new affordances of generating interest, nurturing creativity and multiple perspectives, and promoting more active civic participation.

数字多模态创作（DMC）是指使用多模态符号资源和数字工具制作文本。本研究通过课程设计和任务设计将批判性读写教学法融入到英语语言环境下的数字多模态创作中，提出数字童话重写（DFTR）作为一种批判性读写实践的数字多模态创作体裁。台湾大学生在研究中制作了多模态视频，重述了解决社会问题的童话故事，以促进批判性读写能力的提高。本研究采用了 "DMC 能力 "的概念框架来考察 DFTR 的可能性。可承受性是指教师和学生所认为的一种意义表达和交流模式的潜力和局限性。收集的数据包括参与者的调查、反思性写作以及对 DMC 手工制品的分析。结果表明，与过去的学习经验相比，DFTR 在技术、教育和社会方面都有很大的益处，包括跨媒介、多文体、创造性和公民参与等方面的能力都得到了增强。数字技能和多模态素养的发展加强了四个方面的批判性素养学习，丰富了之前关于 DMC 能力和批判性素养学术研究的内容。这项研究还完善了 DFTR 能力的概念框架，并通过激发兴趣、培养创造力和多元视角以及促进更积极的公民参与等新能力进行了扩展。

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引用次数: 0