IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-23 DOI: 10.1016/j.system.2025.103872

Shahzad Karim , Nigel Harwood

This study investigates the alignment between English language education (ELE) pedagogy in policy (the pedagogical practices outlined in the ELE national curriculum) and pedagogy in practice (the pedagogical methods implemented by teachers in the classroom) at the secondary level (grades 9–10) in public schools in Punjab, Pakistan. The study is contextualised within the framework of ELE reforms, which were vital components of the broader Education Sector Reforms programme, initiated in Pakistan between 2001 and 2005. As part of these ELE reforms, a revised curriculum for English language instruction was introduced, promoting a comprehensive set of pedagogical principles that prioritise communicative, learner-centred, and inductive teaching approaches. Thirty-six English language lessons by twelve teachers were observed to assess their adherence to the pedagogical practices stipulated by the national curriculum. Additionally, post-observation interviews were conducted with the teachers to explore their reasoning behind the pedagogical strategies they employed or avoided in their instruction. The findings reveal a low level of compliance (29 %) with the recommended pedagogical policy. Key factors contributing to this compliance gap include exam-related pressures, institutional challenges, infrastructure limitations, and students’ low proficiency in English. The study has important implications for education policymakers, curriculum developers, administrators, and teachers.

本研究调查了巴基斯坦旁遮普公立学校中学（9-10年级）英语语言教育（ELE）政策教育学（ELE国家课程中概述的教学实践）和实践教育学（教师在课堂上实施的教学方法）之间的一致性。这项研究是在教育改革的框架内进行的，教育改革是2001年至2005年在巴基斯坦启动的更广泛的教育部门改革计划的重要组成部分。作为这些教育改革的一部分，修订了英语语言教学课程，促进了一套全面的教学原则，优先考虑交际，以学习者为中心和归纳教学方法。研究人员观察了12名教师的36节英语课，以评估他们对国家课程规定的教学实践的遵守程度。此外，对教师进行了观察后访谈，以探讨他们在教学中使用或避免的教学策略背后的原因。调查结果显示，对推荐的教学政策的遵从程度很低（29%）。造成这种遵从性差距的主要因素包括考试相关压力、制度挑战、基础设施限制和学生英语水平低。本研究对教育政策制定者、课程开发者、管理者和教师具有重要的启示意义。

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引用次数: 0

A systematic review of English medium instruction in higher education: An update of Macaro et al. (2018) 高等教育中英语媒介教学的系统回顾：Macaro等人（2018）的更新

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-22 DOI: 10.1016/j.system.2025.103892

Heath Rose , Kari Sahan , Minhui Wei , Ikuya Aizawa , Sihan Zhou , Christopher Shepard

This paper updates Macaro et al.'s (2018) widely cited systematic review of English Medium Instruction (EMI) in higher education, synthesising research published between 2016 and 2023. With EMI research expanding exponentially, this review assesses global trends, language and subject learning outcomes, and language-related challenges in EMI contexts. Due to the growth in research, this update only addresses a subset of the original review questions, namely those focusing on language and content issues. A total of 196 empirical studies were systematically selected and analysed. Findings indicate continued growth in EMI research, with Asia and Europe as the most studied regions. Evidence on language learning outcomes suggests that EMI contributes positively to receptive skills and vocabulary, though productive skills yield mixed results. Regarding content learning, EMI appears not to negatively impact subject attainment, with some studies reporting comparable or even superior outcomes compared to L1 instruction. Language challenges persist, particularly in academic writing and transitions from L1 instruction, though they tend to subside with increased EMI exposure. Research gaps include limited longitudinal studies, underrepresentation of postgraduate EMI, and a lack of qualitative insights into sociolinguistic and pedagogical dimensions. The review highlights the need for a broader research agenda, incorporating EMI's impact on employability, sociolinguistic equity, and long-term academic success. It concludes with recommendations for future research and methodological advancements in EMI studies.

本文更新了Macaro等人（2018）广泛引用的高等教育英语媒介教学（EMI）系统综述，综合了2016年至2023年之间发表的研究。随着EMI研究呈指数增长，本综述评估了全球趋势、语言和学科学习成果以及EMI背景下与语言相关的挑战。由于研究的增长，这次更新只解决了原始评论问题的一个子集，即那些关注语言和内容问题的问题。系统选取并分析了196项实证研究。调查结果表明，EMI研究持续增长，亚洲和欧洲是研究最多的地区。关于语言学习结果的证据表明，EMI对接受技能和词汇有积极的贡献，尽管生产技能产生的结果好坏参半。就内容学习而言，EMI似乎不会对学科成就产生负面影响，一些研究报告的结果与L1教学相当，甚至更好。语言挑战持续存在，特别是在学术写作和从L1教学过渡中，尽管它们往往随着EMI暴露的增加而消退。研究差距包括有限的纵向研究，研究生EMI的代表性不足，以及缺乏对社会语言学和教学维度的定性见解。该评论强调需要更广泛的研究议程，将EMI对就业能力、社会语言学公平和长期学术成功的影响纳入其中。最后对电磁干扰研究的未来研究和方法进步提出了建议。

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引用次数: 0

AI, representation, and critical digital literacy: Navigating visual bias in the digital age 人工智能，代表性和批判性数字素养：在数字时代导航视觉偏见

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-22 DOI: 10.1016/j.system.2025.103896

Csilla Weninger, Huimin Xu

The rapid development and widespread availability of affordable AI-powered tools have necessitated a rethinking of what it means to be critically literate in the digital world. The proliferation of consumer-friendly AI tools has surfaced concerns for everyday users including the reliability of AI-generated information, questions of techno-agency, ethical considerations and biases encoded in large-language models. Our notion of critical digital literacy needs to address these new concerns. This paper reports on a small-scale study designed to foster Singapore university students’ critical digital literacies, with a focus on raising awareness to visual bias in AI-generated images. Seventeen students, enrolled in an undergraduate course on digital and media literacy, participated in the study. The research was guided by the question: How do students critically engage with text-to-image AI tools with regards to visual bias? The main data source was a report by each student based on their interactions with the AI tool to explore images generated on social groups chosen by each student. Results indicated that promisingly, most students were able to identify biases in terms of the stereotypical portrayals of groups based on demographic categories. However, their reports revealed varying depths of critical engagement in terms of the reasons they identified for the existence of bias, the impact of bias and the solutions suggested to counter stereotypes. The paper concludes by arguing that visual literacy, along with an understanding of the basic mechanisms of machine learning, are crucial components in critically navigating image-generating AI technology.

经济实惠的人工智能工具的快速发展和广泛可用，使人们有必要重新思考在数字世界中具有批判性文化的意义。消费者友好型人工智能工具的激增引发了日常用户的担忧，包括人工智能生成信息的可靠性、技术代理问题、道德考虑和大语言模型中编码的偏见。我们的关键数字素养概念需要解决这些新的问题。本文报道了一项旨在培养新加坡大学生批判性数字素养的小规模研究，重点是提高人们对人工智能生成图像中视觉偏见的认识。17名参加了数字和媒体素养本科课程的学生参与了这项研究。该研究的指导问题是：学生如何在视觉偏见方面批判性地使用文本到图像的人工智能工具？主要的数据来源是每个学生根据他们与人工智能工具的互动报告，以探索每个学生选择的社会群体产生的图像。结果表明，令人鼓舞的是，大多数学生能够识别基于人口统计类别的群体刻板印象的偏见。然而，他们的报告显示，在他们确定的偏见存在的原因、偏见的影响和反对刻板印象的解决方案方面，批判性参与的程度各不相同。该论文的结论是，视觉素养以及对机器学习基本机制的理解，是批判性地导航图像生成人工智能技术的关键组成部分。

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引用次数: 0

Effects of corrective feedback timing on EFL beginners’ learning of request strategies 纠正性反馈时机对英语初学者请求策略学习的影响

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-18 DOI: 10.1016/j.system.2025.103878

Jianjing Tian, Qingping Li

Despite growing attention to the role of corrective feedback timing in morphosyntax, its effects on pragmatics remain underexplored. To fill this gap, this study examined the effects of immediate versus delayed feedback on the acquisition of request-making strategies among adolescent beginners of English. 104 eighth-grade students from four intact classes were randomly assigned to four groups: immediate feedback, delayed feedback, no-feedback, and control. The control group took only the pretest and posttests. The other three groups performed identical tasks; however, only the immediate and delayed feedback groups received feedback, thereby allowing us to isolate the effects of feedback and effectively compare immediate versus delayed feedback. Results showed that the immediate group showed superior performance in production, whereas the delayed group demonstrated stronger long-term retention in recognition. Notably, these differences emerged only in indirect requests (as opposed to direct requests) and high-weightiness scenarios, which demand greater mitigation for politeness than low-weightiness scenarios. These findings suggest that feedback timing efficacy may be moderated by test modality, request type, and scenario setting in L2 pragmatics learning.

尽管纠正反馈时间在形态句法中的作用越来越受到关注，但其对语用学的影响仍未得到充分探讨。为了填补这一空白，本研究考察了即时反馈和延迟反馈对青少年英语初学者请求策略习得的影响。来自四个完整班级的104名八年级学生被随机分为四组：即时反馈、延迟反馈、无反馈和控制。对照组只进行前测和后测。其他三组执行相同的任务；然而，只有即时反馈组和延迟反馈组收到了反馈，从而使我们能够隔离反馈的影响，并有效地比较即时反馈和延迟反馈。结果表明，即时组在生产方面表现优异，而延迟组在识别方面表现出更强的长期保留。值得注意的是，这些差异只出现在间接请求（与直接请求相反）和高权重场景中，这比低权重场景需要更多的礼貌缓解。研究结果表明，二语用学习中的反馈时间效应可能受到测试方式、请求类型和情景设置的调节。

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引用次数: 0

Teacherness in the age of GenAI: An ethnographic exploration of pedagogical decision-making and AI integration in English language teaching 基因人工智能时代的教师身份：英语教学决策与人工智能整合的民族志探索

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-17 DOI: 10.1016/j.system.2025.103877

Qinghua Chen , Upsorn Tawilapakul , Angel M.Y. Lin

This study investigates how English language teachers maintain and express their professional expertise—"teacherness"—while integrating Generative Artificial Intelligence (GenAI) into their pedagogical practice. Through a three-month participatory ethnographic study of an experienced ESP instructor at a Thai university, we examine how teachers' pedagogical content knowledge (PCK) manifests in GenAI-enhanced instruction. Drawing on Shulman's PCK framework and Bakhtin's dialogic theory, we analyze cases of teacher-AI collaboration in materials development and assessment design. Our findings reveal the emergence of "AI-pedagogical knowledge"—the specialized ability to translate teaching intentions into AI-actionable instructions. This process requires teachers to deconstruct their typically intuitive PCK into explicit, sequential instructions for GenAI, highlighting both challenges and opportunities in this emerging practice. The study demonstrates that while GenAI can efficiently generate content, it lacks the contextual understanding and pedagogical judgment that characterize effective teaching. The findings suggest that successful GenAI integration requires preserving direct teacher-student interaction while leveraging AI capabilities strategically. This research contributes to debates about teacher professional identity in the AI era, arguing that GenAI integration reinforces the essential nature of teacherness through pedagogical judgment and human insight.

本研究探讨了英语教师在将生成式人工智能（GenAI）融入教学实践的同时，如何保持和表达他们的专业技能——“教师性”。通过对泰国一所大学一位经验丰富的ESP教师进行为期三个月的参与式民族志研究，我们研究了教师的教学内容知识（PCK）如何在genai强化教学中体现出来。借鉴舒尔曼的PCK框架和巴赫金的对话理论，我们分析了教师与人工智能在材料开发和评估设计中的合作案例。我们的研究结果揭示了“人工智能教学知识”的出现——将教学意图转化为人工智能可操作指令的专门能力。这一过程要求教师将他们通常直观的PCK解构为明确的、顺序的GenAI指令，突出这一新兴实践中的挑战和机遇。研究表明，虽然GenAI可以有效地生成内容，但它缺乏有效教学所特有的上下文理解和教学判断。研究结果表明，成功的GenAI整合需要在策略性地利用AI能力的同时保持直接的师生互动。这项研究有助于对人工智能时代教师职业认同的争论，认为GenAI整合通过教学判断和人类洞察力加强了教师的本质。

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引用次数: 0

Learning new collocations: The effects of grouping and language of instruction 学习新的搭配：分组和教学语言的效果

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-17 DOI: 10.1016/j.system.2025.103873

Ronit Breslaw, Batia Laufer

The study investigated the effects of two factors on learning new L2 collocations: 1) the way collocations are grouped when introduced and practiced (thematically related vs. unrelated sets), and 2) the language(s) used for instruction (L2 only vs. L1-L2 contrastive analysis). Thirty-seven Israeli English as a foreign language learners studied 20 new collocations under four conditions: Thematic/L2, Thematic/L1-L2, Unrelated/L2, Unrelated/L1-L2. Comprehension and production tests measured collocation learning. Results showed an effect for both variables, with the Unrelated/L1-L2 condition yielding the best results and Thematic/L2 the worst. The results were discussed in light of the Interference Theory in collocation clusters, L1-L2 awareness raising, and the effectiveness of form-focused instruction.

该研究调查了两个因素对学习新的第二语言搭配的影响：1)搭配在引入和练习时的分组方式（主题相关组与不相关组），以及2)用于教学的语言（仅L2与L1-L2对比分析）。37名以色列英语学习者在主位/L2、主位/L1-L2、不相关/L2、不相关/L1-L2四种情况下研究了20种新的搭配。理解和生产测试测量搭配学习。结果显示两个变量都有影响，其中不相关/L1-L2条件产生最佳结果，主题/L2最差。从搭配簇的干扰理论、提高L1-L2意识以及形式导向教学的有效性等方面对研究结果进行了讨论。

引用次数: 0

Relationships between students’ perceptions of teacher enthusiasm and EFL classroom engagement: A self-efficacy mediation model with multi-group analysis of language mindsets 学生对教师热情感知与英语课堂投入的关系：基于语言心态多群体分析的自我效能感中介模型

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-14 DOI: 10.1016/j.system.2025.103859

Hong Lei

This study investigated the impact of perceived teacher enthusiasm on student engagement in English as a foreign language (EFL) classrooms, exploring the mediating role of self-efficacy and the moderating influence of language mindsets. Data from 2,740 undergraduate students in China were analyzed using a self-efficacy mediation model and multi-group analysis. Findings revealed that teacher enthusiasm directly and indirectly influenced classroom engagement through self-efficacy, with self-efficacy enhancing behavioral, cognitive and affective engagement. Crucially, the study also found invariance of these relationships across growth and fixed mindset groups, underscoring that teacher enthusiasm can effectively foster engagement in the classroom regardless of students’ mindset orientations. These findings highlight teacher enthusiasm as a beneficial and critical factor for enhancing engagement in EFL classroom settings. Implications for teacher education emphasize the need for strategies to express enthusiasm and build students’ self-efficacy, creating a classroom environment that promotes engagement across different language mindsets.

本研究考察了教师热情感知对学生英语课堂投入的影响，探讨了自我效能感的中介作用和语言心态的调节作用。采用自我效能感中介模型和多组分析对2740名中国大学生的数据进行了分析。研究发现，教师热情通过自我效能感直接或间接影响课堂投入，自我效能感可促进行为投入、认知投入和情感投入。至关重要的是，该研究还发现，这些关系在成长型和固定心态群体中是不变的，强调教师的热情可以有效地促进课堂参与度，而不管学生的心态取向如何。这些发现强调了教师的热情是提高英语课堂参与度的有益和关键因素。对教师教育的启示强调了表达热情和建立学生自我效能感的策略的必要性，创造了一个促进不同语言心态参与的课堂环境。

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引用次数: 0

Understanding self-regulated grammar learning with LLM chatbot support: An epistemic network analysis of grammar learning strategy patterns 在LLM聊天机器人支持下理解自我调节语法学习：语法学习策略模式的认知网络分析

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-13 DOI: 10.1016/j.system.2025.103879

Chun Hao, Fan Zhang

This study examines patterns and temporal dynamics of grammar learning strategies (GLSs) within self-regulated grammar learning (SRGL) supported by a large language model (LLM) chatbot among first-year English majors. Employing epistemic network analysis (ENA), the study visualizes and quantifies learners' strategic transitions, including planning, explicit and implicit knowledge strategies, monitoring, and corrective feedback. Results show that integrating an LLM chatbot extends form-focused grammar instruction beyond the classroom and fosters more structured, autonomous GLS use. Dominant co-occurrence patterns centered on explicit GLSs and signified learners' progression toward deeper metacognitive engagement. Meanwhile, high-gain learners displayed more cyclical and diverse strategy use, especially involving monitoring and corrective feedback, whereas low-gain learners relied on repetitive planning and implicit practice. These findings highlight the potential of LLM chatbots to scaffold SRGL beyond the classroom and underscore the need for differentiated instructional support tailored to learners' proficiency levels in technology-enhanced language learning contexts.

本研究考察了在大型语言模型（LLM）聊天机器人支持下的自主语法学习（SRGL）中的语法学习策略（GLSs）模式和时间动态。采用认知网络分析（ENA），研究可视化和量化学习者的策略转换，包括计划、显性和隐性知识策略、监测和纠正反馈。结果表明，集成LLM聊天机器人将以形式为中心的语法教学扩展到课堂之外，并促进了更结构化、更自主的GLS使用。显性共现模式以显性gls为中心，标志着学习者向更深层次元认知参与的发展。同时，高增益学习者表现出更多的周期性和多样化的策略使用，特别是涉及到监控和纠正反馈，而低增益学习者则依赖于重复计划和内隐练习。这些发现突出了LLM聊天机器人在课堂之外支撑SRGL的潜力，并强调了在技术增强的语言学习环境中，为学习者的熟练程度量身定制差异化教学支持的必要性。

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引用次数: 0

Development and validation of a multidimensional ChatGPT feedback engagement scale in second language writing 第二语言写作中多维ChatGPT反馈参与量表的开发与验证

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-12 DOI: 10.1016/j.system.2025.103875

Li Dong

This study investigates student engagement with ChatGPT feedback in second language (L2) writing. A mixed-methods design was adopted. First, latent profile analysis informed the sampling for focus group interviews with 12 participants, which guided the development of a 33-item questionnaire. This instrument was then administered to 542 students. Through exploratory and confirmatory factor analyses, alongside assessments of criterion validity, reliability, and item discrimination, a validated four-dimensional ChatGPT Feedback Engagement Model was developed, comprising cognitive, behavioral, emotional, and ethical engagement, and a 22-item validated scale was introduced to measure these engagement dimensions. Cognitive engagement emerged as a prominent dimension, reflecting learners' efforts to process and apply ChatGPT feedback for writing. Behavioral engagement extended beyond revision to include prompting and technical engagement—ChatGPT-specific features. Emotional engagement revealed both positive attitudes and concerns. Ethical engagement, a novel construct, highlighted students’ awareness of academic integrity and responsible AI use. Findings contribute to feedback engagement theories by integrating general engagement constructs with ChatGPT-specific considerations. Implications, limitations, and future directions are discussed.

本研究调查了学生在第二语言写作中使用ChatGPT反馈的情况。采用混合方法设计。首先，潜在轮廓分析为12名参与者的焦点小组访谈的抽样提供了信息，并指导了33项问卷的编制。该仪器随后被用于542名学生。通过探索性和验证性因素分析，以及对标准效度、信度和项目歧视的评估，开发了一个经过验证的四维ChatGPT反馈参与模型，包括认知、行为、情感和道德参与，并引入了一个22项的验证量表来测量这些参与维度。认知参与作为一个突出的维度出现，反映了学习者在写作中处理和应用ChatGPT反馈的努力。行为参与扩展到包括提示和技术参与——chatgpt特有的功能。情感投入显示出积极的态度和担忧。道德参与是一个新颖的概念，突出了学生对学术诚信和负责任的人工智能使用的意识。通过将一般参与结构与chatgpt特定考虑因素相结合，研究结果有助于反馈参与理论。讨论了影响、限制和未来的发展方向。

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引用次数: 0

Integrating language and history teaching through cognitive discourse functions: A closer look at the learning outcomes of a design-based research project 通过认知话语功能整合语言和历史教学：一个基于设计的研究项目的学习成果

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-10 DOI: 10.1016/j.system.2025.103838

Silvia Rieder-Marschallinger

This paper presents findings of a design-based research (DBR) study exploring the potentials and effects of a transdisciplinary intervention based on Dalton-Puffer's (2013) construct of Cognitive Discourse Functions (CDFs) for the subject history. Understood as linguistic patterns expressing key cognitive processes, CDFs offer a promising bridge between theory and classroom practice. In history education, CDFs have been linked to essential history skills both conceptually and empirically, but further research is needed to operationalize them for classroom use.

Typical for DBR, the CDF-based materials were developed in collaboration with practitioners over three main research cycles, using competency-based student texts, interviews, and observations. This paper focuses on the interventions' effects on students’ written performances and resulting design principles. Students initially struggled with subject-specific English and history skills, such as appropriate linking in terms of form and function, logical composition of CDF-types, as well as conceptual depth and plausibility. However, those receiving two interventions showed significant improvement both in content and language learning, while students with one treatment improved less and only regarding language. The findings indicate that CDFs can effectively integrate content and language learning under specific conditions: comprehensive CDF-based scaffolding, explicit connections between linguistic support and subject demands, and differentiation strategies.

本文介绍了一项基于设计的研究（DBR）的研究结果，该研究基于Dalton-Puffer（2013）的主体历史认知话语功能（CDFs）结构，探讨了跨学科干预的潜力和效果。cdf被理解为表达关键认知过程的语言模式，在理论和课堂实践之间提供了一个有希望的桥梁。在历史教育中，无论是从概念上还是从经验上讲，CDFs都与基本的历史技能联系在一起，但需要进一步的研究才能将其应用于课堂。典型的DBR，基于cdf的材料是在三个主要研究周期内与从业者合作开发的，使用基于能力的学生文本，访谈和观察。本文主要探讨干预措施对学生书面表现的影响及其设计原则。学生们最初很难掌握特定学科的英语和历史技能，比如在形式和功能方面的适当联系，cdf类型的逻辑组成，以及概念的深度和合理性。然而，接受两种干预的学生在内容和语言学习方面都有显著改善，而接受一种干预的学生改善较少，而且只在语言方面。研究结果表明，在基于cdf的全面搭建、语言支持与学科需求之间的明确联系以及差异化策略等特定条件下，cdf可以有效地整合内容和语言学习。

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引用次数: 0

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