Pub Date : 2026-01-17DOI: 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.
{"title":"Linking mindsets to emotions in foreign language learning: A study integrating situated expectancy-value and control-value theories across proficiency levels","authors":"Dawei Wei , Luk Van Mensel , Chunyan Xu","doi":"10.1016/j.system.2026.103975","DOIUrl":"10.1016/j.system.2026.103975","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103975"},"PeriodicalIF":5.6,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978296","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}
Pub Date : 2026-01-17DOI: 10.1016/j.system.2026.103979
Jing Zhang , Heng Zhang , Xintao Wu
Recent studies have shifted the attention to trends and applications of chatbots in education, but there is a lack of using generative artificial intelligence (GenAI) on second language (L2) speaking for vocational college students. To address such a research gap, the present study draws on the theoretical framework of social cognitive theory to investigate the impacts of GenAI-assisted Informal Digital Learning of English (IDLE) speaking practice on intrinsic motivation, speaking self-efficacy, and speaking performance among vocational college students. Based on findings from an experimental design, practicing a speaking task with GenAI was shown to significantly improve speaking performance of the same task, but there was no statistical difference when it came to the intrinsic motivation and speaking self-efficacy. The qualitative findings indicated that students boosted learning confidence by facilitating language skills and broadening the knowledge reserve from the GenAI-IDLE speaking practice. Finally, this study enriches the current explorations about IDLE activities by unveiling the potential of AI-powered chatbots in facilitating intrinsic motivation and speaking self-efficacy with an educational experiment.
{"title":"How does generative AI-mediated informal digital learning of English speaking practice influence intrinsic motivation, self-efficacy and performance of vocational college students?","authors":"Jing Zhang , Heng Zhang , Xintao Wu","doi":"10.1016/j.system.2026.103979","DOIUrl":"10.1016/j.system.2026.103979","url":null,"abstract":"<div><div>Recent studies have shifted the attention to trends and applications of chatbots in education, but there is a lack of using generative artificial intelligence (GenAI) on second language (L2) speaking for vocational college students. To address such a research gap, the present study draws on the theoretical framework of social cognitive theory to investigate the impacts of GenAI-assisted Informal Digital Learning of English (IDLE) speaking practice on intrinsic motivation, speaking self-efficacy, and speaking performance among vocational college students. Based on findings from an experimental design, practicing a speaking task with GenAI was shown to significantly improve speaking performance of the same task, but there was no statistical difference when it came to the intrinsic motivation and speaking self-efficacy. The qualitative findings indicated that students boosted learning confidence by facilitating language skills and broadening the knowledge reserve from the GenAI-IDLE speaking practice. Finally, this study enriches the current explorations about IDLE activities by unveiling the potential of AI-powered chatbots in facilitating intrinsic motivation and speaking self-efficacy with an educational experiment.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103979"},"PeriodicalIF":5.6,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978298","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}
Pub Date : 2026-01-17DOI: 10.1016/j.system.2026.103980
Mingyao (Michelle) Sun , Shui Duen Chan , Sihui (Echo) Ke , Xinhua Zhu , Yuan Yao
Guided by Grolig (2020)'s bioecological perspective, this research aimed to examine the effects of a shared book reading intervention for ethnic minority kindergarteners learning Chinese as a second language (L2) in Hong Kong. Additionally, it explored the influence of children's initial L2 reading proficiency and home literacy environment (HLE). A quasi-experimental study was conducted with 365 kindergarteners using convenience sampling and stratified random sampling. There were three participant groups: an experimental group consisting of L2 Chinese children from ethnic minority families who received an 8-week intervention, a control group of L2 Chinese children and another control group of Chinese-as-a-first language (L1) children who received business-as-usual instruction. To assess the effectiveness of the shared book reading intervention, pre- and post-test reading outcomes were compared between the experimental and control groups. The study yielded four major findings: (1) Ethnic minority kindergarteners in the experimental group showed significant improvement in their L2 Chinese reading subskills following an eight-week shared book reading intervention. (2) L2 Chinese kindergarteners displayed different initial levels of L2 reading proficiency, with those at low and mid-levels initially gaining more from the intervention compared to those at the high level initially. (3) L2 Chinese kindergarteners with initial high-level of L2 reading proficiency performed on par with their L1 Chinese peers in the post-test of Chinese metalinguistic awareness. (4) The Chinese reading proficiency of L2 Chinese kindergarteners was affected by their HLE, including father's educational background, parents' proficiency in Chinese listening and speaking, and the number of children's books available at home.
{"title":"Effects of shared book reading intervention on L2 Chinese reading in ethnic minority kindergartens in Hong Kong","authors":"Mingyao (Michelle) Sun , Shui Duen Chan , Sihui (Echo) Ke , Xinhua Zhu , Yuan Yao","doi":"10.1016/j.system.2026.103980","DOIUrl":"10.1016/j.system.2026.103980","url":null,"abstract":"<div><div>Guided by Grolig (2020)'s bioecological perspective, this research aimed to examine the effects of a shared book reading intervention for ethnic minority kindergarteners learning Chinese as a second language (L2) in Hong Kong. Additionally, it explored the influence of children's initial L2 reading proficiency and home literacy environment (HLE). A quasi-experimental study was conducted with 365 kindergarteners using convenience sampling and stratified random sampling. There were three participant groups: an experimental group consisting of L2 Chinese children from ethnic minority families who received an 8-week intervention, a control group of L2 Chinese children and another control group of Chinese-as-a-first language (L1) children who received business-as-usual instruction. To assess the effectiveness of the shared book reading intervention, pre- and post-test reading outcomes were compared between the experimental and control groups. The study yielded four major findings: (1) Ethnic minority kindergarteners in the experimental group showed significant improvement in their L2 Chinese reading subskills following an eight-week shared book reading intervention. (2) L2 Chinese kindergarteners displayed different initial levels of L2 reading proficiency, with those at low and mid-levels initially gaining more from the intervention compared to those at the high level initially. (3) L2 Chinese kindergarteners with initial high-level of L2 reading proficiency performed on par with their L1 Chinese peers in the post-test of Chinese metalinguistic awareness. (4) The Chinese reading proficiency of L2 Chinese kindergarteners was affected by their HLE, including father's educational background, parents' proficiency in Chinese listening and speaking, and the number of children's books available at home.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103980"},"PeriodicalIF":5.6,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022952","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}
Pub Date : 2026-01-17DOI: 10.1016/j.system.2026.103984
Tongzhou Xiao, Ying Xu
In recent decades, the number of international students has grown substantially, alongside increasing research interest in second language (L2) learning within Study Abroad (SA) contexts. In SA research, the Complexity, Accuracy, and Fluency (CAF) framework, has predominantly been used to assess the linguistic aspects of L2 performance. Recent L2 research has highlighted the need to move beyond CAF to incorporate Functional Adequacy (FA), a multidimensional construct representing the degree to which communicative tasks are successfully fulfilled. However, few SA studies explicitly measured FA and tracked its development. This longitudinal study investigates the development of FA in both monologic and dialogic tasks during SA, analyzing the developmental patterns and their connection to students’ egocentric social networks, a crucial predictive factor of L2 outcomes in SA environments. Data were collected from 46 Chinese-speaking international students at three time points during their one-year academic sojourns in the UK via placement tests, questionnaires, and speech elicitation tasks. Our findings revealed that students made statistically significant gains in the following FA dimensions: task requirements, content, comprehensibility, coherence & cohesion, and interaction. Among these, content and task requirements showed the most considerable gains in both speech modes. Notably, dialogic tasks consistently received higher FA ratings than monologic tasks throughout SA. Social network patterns identified through Hierarchical Cluster Analysis significantly predicted FA outcomes, though their effects differed across task conditions.
{"title":"L2 speaking functional adequacy in study abroad: Development in monologic and dialogic task conditions","authors":"Tongzhou Xiao, Ying Xu","doi":"10.1016/j.system.2026.103984","DOIUrl":"10.1016/j.system.2026.103984","url":null,"abstract":"<div><div>In recent decades, the number of international students has grown substantially, alongside increasing research interest in second language (L2) learning within Study Abroad (SA) contexts. In SA research, the Complexity, Accuracy, and Fluency (CAF) framework, has predominantly been used to assess the linguistic aspects of L2 performance. Recent L2 research has highlighted the need to move beyond CAF to incorporate Functional Adequacy (FA), a multidimensional construct representing the degree to which communicative tasks are successfully fulfilled. However, few SA studies explicitly measured FA and tracked its development. This longitudinal study investigates the development of FA in both monologic and dialogic tasks during SA, analyzing the developmental patterns and their connection to students’ egocentric social networks, a crucial predictive factor of L2 outcomes in SA environments. Data were collected from 46 Chinese-speaking international students at three time points during their one-year academic sojourns in the UK via placement tests, questionnaires, and speech elicitation tasks. Our findings revealed that students made statistically significant gains in the following FA dimensions: <em>task requirements</em>, <em>content</em>, <em>comprehensibility</em>, <em>coherence & cohesion</em>, and <em>interaction</em>. Among these, <em>content</em> and <em>task requirements</em> showed the most considerable gains in both speech modes. Notably, dialogic tasks consistently received higher FA ratings than monologic tasks throughout SA. Social network patterns identified through Hierarchical Cluster Analysis significantly predicted FA outcomes, though their effects differed across task conditions.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103984"},"PeriodicalIF":5.6,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022857","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}
Pub Date : 2026-01-17DOI: 10.1016/j.system.2026.103977
Xinran Wu
Pride, as one of the signature positive emotions experienced by foreign language (FL) learners, is found to have important influences on learners' identity construction given the self-reflexivity and sense of affiliation involved. Language-related pride is thus connected to one's multilingual identity (MI), which concerns one's self-perception as a multilingual and relationship with their multilingual repertoire. However, there is a scarcity of qualitative investigations into FL learners' experience of pride regarding its causes and functions. This study explores the mechanism of the pride perceptions among learners of Language-other-than-English (LOTE) in Chinese high schools and the role of pride in their MI construction based on the FL study logs and interview data of 16 Japanese learners collected over one academic year. Data show that three factors, namely the special status as a LOTE learner, progress-making in FL learning and the future utility of multilingual competence, concomitantly provided the basis for participants' experience of pride as LOTE learners and emerging multilinguals, exerting complex, recursive and non-linear influences. Although pride and MI development could be mutually enhancing, the pride related to a specific FL did not necessarily lead to growth in MI. A fixation on pursuing pride could generate stress and self-doubt, which eventually depressed learners' MI and pride perceptions. The findings vividly testified to the nuances and tensions in participants' pride perceptions as underrepresented, ‘odd’ multilinguals striving for success and affirmation amidst the neoliberal discourse and the global dominance of English. Pedagogical implications on enhancing multilingual learners' pride and MI are discussed.
{"title":"Pride and its role in multilingual identity construction: a qualitative study with LOTE-learning high school students in China","authors":"Xinran Wu","doi":"10.1016/j.system.2026.103977","DOIUrl":"10.1016/j.system.2026.103977","url":null,"abstract":"<div><div>Pride, as one of the signature positive emotions experienced by foreign language (FL) learners, is found to have important influences on learners' identity construction given the self-reflexivity and sense of affiliation involved. Language-related pride is thus connected to one's multilingual identity (MI), which concerns one's self-perception as a multilingual and relationship with their multilingual repertoire. However, there is a scarcity of qualitative investigations into FL learners' experience of pride regarding its causes and functions. This study explores the mechanism of the pride perceptions among learners of Language-other-than-English (LOTE) in Chinese high schools and the role of pride in their MI construction based on the FL study logs and interview data of 16 Japanese learners collected over one academic year. Data show that three factors, namely the special status as a LOTE learner, progress-making in FL learning and the future utility of multilingual competence, concomitantly provided the basis for participants' experience of pride as LOTE learners and emerging multilinguals, exerting complex, recursive and non-linear influences. Although pride and MI development could be mutually enhancing, the pride related to a specific FL did not necessarily lead to growth in MI. A fixation on pursuing pride could generate stress and self-doubt, which eventually depressed learners' MI and pride perceptions. The findings vividly testified to the nuances and tensions in participants' pride perceptions as underrepresented, ‘odd’ multilinguals striving for success and affirmation amidst the neoliberal discourse and the global dominance of English. Pedagogical implications on enhancing multilingual learners' pride and MI are discussed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103977"},"PeriodicalIF":5.6,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022951","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}
Pub Date : 2026-01-10DOI: 10.1016/j.system.2026.103973
Rhian Webb , Dogan Yuksel , Kenan Dikilitas
This study investigated the perceptions and use of Generative Artificial Intelligence (GenAI) among 387 social sciences students within an English-Medium Instruction (EMI) context at a Turkish university. Employing a quantitative cross-sectional survey design, the research examined how students' GenAI-related characteristics (usage time, experience, self-perceived competence) and modes of GenAI integration (complementary, substitutive, or hybrid) correlated with their academic performance, which was measured through grade point average (GPA) and English language proficiency. Additionally, open-ended responses regarding tool usage were subjected to quantitative content analysis to identify prevalence trends. Key findings indicated that language proficiency positively correlated with EMI academic performance and negatively correlated with substitutive GenAI use, which suggested that students with lower proficiency may use GenAI to compensate for linguistic challenges. Conversely, complementary GenAI use was positively associated with academic performance, which highlighted its benefits. Frequency analysis revealed that students predominantly used ChatGPT for translation, proofreading, and idea generation, and frequently used other GenAI assisted tools like Grammarly and Duolingo. These results offer crucial insights into GenAI's integration within EMI learning, which inform the design of effective GenAI-supported pedagogical practices.
{"title":"Generative AI in English-medium instruction: Perceptions, usage, and impact on academic performance and language proficiency","authors":"Rhian Webb , Dogan Yuksel , Kenan Dikilitas","doi":"10.1016/j.system.2026.103973","DOIUrl":"10.1016/j.system.2026.103973","url":null,"abstract":"<div><div>This study investigated the perceptions and use of Generative Artificial Intelligence (GenAI) among 387 social sciences students within an English-Medium Instruction (EMI) context at a Turkish university. Employing a quantitative cross-sectional survey design, the research examined how students' GenAI-related characteristics (usage time, experience, self-perceived competence) and modes of GenAI integration (complementary, substitutive, or hybrid) correlated with their academic performance, which was measured through grade point average (GPA) and English language proficiency. Additionally, open-ended responses regarding tool usage were subjected to quantitative content analysis to identify prevalence trends. Key findings indicated that language proficiency positively correlated with EMI academic performance and negatively correlated with substitutive GenAI use, which suggested that students with lower proficiency may use GenAI to compensate for linguistic challenges. Conversely, complementary GenAI use was positively associated with academic performance, which highlighted its benefits. Frequency analysis revealed that students predominantly used ChatGPT for translation, proofreading, and idea generation, and frequently used other GenAI assisted tools like Grammarly and Duolingo. These results offer crucial insights into GenAI's integration within EMI learning, which inform the design of effective GenAI-supported pedagogical practices.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103973"},"PeriodicalIF":5.6,"publicationDate":"2026-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978295","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}
Pub Date : 2026-01-09DOI: 10.1016/j.system.2026.103972
Sümeyye Koşkulu-Sancar, Rick de Graaff, Elena Tribushinina
This study examined whether bilingual children outperform monolingual peers in English as a foreign language (EFL) from kindergarten through primary school, and how their learning trajectories compare over time. A total of 691 monolingual children and 193 bilingual children in the Netherlands participated. English vocabulary and grammar skills were assessed at four timepoints: kindergarten, Grade 1, Grade 3, and Grade 6. Control variables included English exposure outside school, parental education, attitudes toward learning English, non-verbal IQ, child age, gender and school type (bilingual vs. mainstream). Results showed that bilingual children outperformed monolingual peers in both vocabulary and grammar in kindergarten and Grade 1. However, these differences disappeared by Grades 3 and 6. Growth analyses indicated that monolingual children exhibited faster progress across primary school compared to bilingual children. These findings point to an early bilingual effect in English, followed by a catch-up effect among monolingual children in the later primary years.
{"title":"The effect of bilingualism on foreign language learning: A longitudinal study from kindergarten to the end of primary school","authors":"Sümeyye Koşkulu-Sancar, Rick de Graaff, Elena Tribushinina","doi":"10.1016/j.system.2026.103972","DOIUrl":"10.1016/j.system.2026.103972","url":null,"abstract":"<div><div>This study examined whether bilingual children outperform monolingual peers in English as a foreign language (EFL) from kindergarten through primary school, and how their learning trajectories compare over time. A total of 691 monolingual children and 193 bilingual children in the Netherlands participated. English vocabulary and grammar skills were assessed at four timepoints: kindergarten, Grade 1, Grade 3, and Grade 6. Control variables included English exposure outside school, parental education, attitudes toward learning English, non-verbal IQ, child age, gender and school type (bilingual vs. mainstream). Results showed that bilingual children outperformed monolingual peers in both vocabulary and grammar in kindergarten and Grade 1. However, these differences disappeared by Grades 3 and 6. Growth analyses indicated that monolingual children exhibited faster progress across primary school compared to bilingual children. These findings point to an early bilingual effect in English, followed by a catch-up effect among monolingual children in the later primary years.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103972"},"PeriodicalIF":5.6,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927601","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}
Pub Date : 2026-01-08DOI: 10.1016/j.system.2025.103938
Jim Yee Him Chan
With the growing visibility and large first/second language (L1/L2) speaker population, the recent development of the Chinese language has revealed characteristics of a pluricentric language, similar to those observed in English. Drawing on the World Englishes (WE) and English as a Lingua Franca (ELF) frameworks, this study compared the language use experiences and attitudes of Hong Kong educated stakeholders (university students and professionals) towards learning and teaching English and Putonghua as pluricentric languages based on a large-scale questionnaire (N = 1700). Principal Components Analysis was applied to the questionnaire data, which identified seven areas for comparison related to their experience of language use, recognition of non-dominant varieties, preference for L1 accents and perceptions of speaking with an L1/L2 accent.
The findings indicate that participants were exposed to both L1 and L2 English/Putonghua accents in face-to-face communication (e.g., university, workplace, travelling). While L1 accents (especially for English) were generally preferred, the participants also showed recognition of a range of non-dominant English and Putonghua varieties. Interestingly, most participants, particularly the professionals, expressed greater acceptance of L2 Putonghua varieties than of L2 English. Based on these findings, the paper explores the potential for (re)conceptualising the Chinese language and Chinese language education (CLE) through the lens of the WE/ELF literature, and critically (re-)examines key issues such as the status and identity of language varieties, language ownership, standards, norms and models, teaching/learning priorities, the roles of language teachers, and materials design. It advocates for further in-depth linguistic and sociolinguistic research to inform the future development of CLE.
{"title":"(Re)conceptualising the teaching of English and Chinese as pluricentric languages: A Hong Kong stakeholders’ perspective","authors":"Jim Yee Him Chan","doi":"10.1016/j.system.2025.103938","DOIUrl":"10.1016/j.system.2025.103938","url":null,"abstract":"<div><div>With the growing visibility and large first/second language (L1/L2) speaker population, the recent development of the Chinese language has revealed characteristics of a pluricentric language, similar to those observed in English. Drawing on the World Englishes (WE) and English as a Lingua Franca (ELF) frameworks, this study compared the language use experiences and attitudes of Hong Kong educated stakeholders (university students and professionals) towards learning and teaching English and Putonghua as pluricentric languages based on a large-scale questionnaire (N = 1700). Principal Components Analysis was applied to the questionnaire data, which identified seven areas for comparison related to their experience of language use, recognition of non-dominant varieties, preference for L1 accents and perceptions of speaking with an L1/L2 accent.</div><div>The findings indicate that participants were exposed to both L1 and L2 English/Putonghua accents in face-to-face communication (e.g., university, workplace, travelling). While L1 accents (especially for English) were generally preferred, the participants also showed recognition of a range of non-dominant English and Putonghua varieties. Interestingly, most participants, particularly the professionals, expressed greater acceptance of L2 Putonghua varieties than of L2 English. Based on these findings, the paper explores the potential for (re)conceptualising the Chinese language and Chinese language education (CLE) through the lens of the WE/ELF literature, and critically (re-)examines key issues such as the status and identity of language varieties, language ownership, standards, norms and models, teaching/learning priorities, the roles of language teachers, and materials design. It advocates for further in-depth linguistic and sociolinguistic research to inform the future development of CLE.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103938"},"PeriodicalIF":5.6,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927605","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}
Pub Date : 2026-01-08DOI: 10.1016/j.system.2026.103971
Ӧzge Güney , Antonella Gazzardi
This study investigated instructional videos of English on two most popular YouTube channels (Lily and Maria) to explore how native speakerism is employed as a marketing strategy. We used multimodal content analysis to examine the titles and thumbnails of videos (n = 268 from Maria and n = 316 from Lily), which play a significant role in persuading the audience to watch videos. The findings showed that the YouTubers employed native speakerism most commonly as part of a digital marketization process under the influence of neoliberalism in the ELT industry. The YouTubers encourage learners to emulate native speaker performance in diverse areas from vocabulary to accent, grammar, culture and pragmatics. They promote mainstream Englishes as the norm through their discourse of the Self and the Others and semiotic tools such as national flags. The words native speaker, American, and British have become buzzwords for greater visibility and attention on these channels. The study offers implications for teacher education, teachers, online content creators, and learners interested in interacting with instructional videos of English on social media.
本研究调查了两个最受欢迎的YouTube频道（Lily和Maria）上的英语教学视频，以探索母语主义是如何被用作营销策略的。我们使用多模态内容分析来检验视频的标题和缩略图（n = 268来自Maria， n = 316来自Lily），它们在说服观众观看视频方面发挥了重要作用。研究结果表明，在新自由主义的影响下，在英语教学行业中，youtube用户最常使用母语，这是数字市场化进程的一部分。youtuber鼓励学习者在词汇、口音、语法、文化和语用等各个领域模仿母语人士的表现。他们通过自我和他者的话语以及国旗等符号学工具，将主流英语作为规范来推广。“母语人士”、“美国人”和“英国人”已经成为这些频道上的流行词汇，以提高知名度和关注度。该研究为教师教育、教师、在线内容创作者以及对社交媒体上的英语教学视频感兴趣的学习者提供了启示。
{"title":"Digital Native Speakerism as a Marketing Strategy on YouTube Instructional Videos: “SPEAK ENGLISH LIKE A NATIVE!”","authors":"Ӧzge Güney , Antonella Gazzardi","doi":"10.1016/j.system.2026.103971","DOIUrl":"10.1016/j.system.2026.103971","url":null,"abstract":"<div><div>This study investigated instructional videos of English on two most popular YouTube channels (<em>Lily</em> and <em>Maria</em>) to explore how native speakerism is employed as a marketing strategy. We used multimodal content analysis to examine the titles and thumbnails of videos (<em>n</em> = 268 from Maria and <em>n</em> = 316 from Lily), which play a significant role in persuading the audience to watch videos. The findings showed that the YouTubers employed native speakerism most commonly as part of a digital marketization process under the influence of neoliberalism in the ELT industry. The YouTubers encourage learners to emulate native speaker performance in diverse areas from vocabulary to accent, grammar, culture and pragmatics. They promote mainstream Englishes as the norm through their discourse of the Self and the Others and semiotic tools such as national flags. The words <em>native speaker</em>, <em>American</em>, and <em>British</em> have become buzzwords for greater visibility and attention on these channels. The study offers implications for teacher education, teachers, online content creators, and learners interested in interacting with instructional videos of English on social media.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103971"},"PeriodicalIF":5.6,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978297","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}
Pub Date : 2026-01-03DOI: 10.1016/j.system.2026.103970
Lin Sophie Teng, Xinjie Deng, Jing Yang
Drawing on self-regulated learning (SRL) theory, the present quasi-experimental study investigated the effect of feedback types on SRL strategies and writing performance. Eighty-four English as a foreign language (EFL) learners were recruited from three intact classes in a Chinese university. They were assigned to three conditions: a Bingo group (an automated writing evaluation tool, AWE) (n = 29), an ERNIE group (a GenAI tool, like GPT) (n = 29), and a comparison group (n = 26). The two experimental groups were required to complete and revise three argumentative essays based on the AWE feedback and the GenAI feedback over three months, while the comparison group performed the same writing tasks without any feedback. All the participants were invited to complete writing tests and writing strategies for SRL questionnaires before and after the experiment. Mixed factorial ANOVAs revealed that the ERNIE group with GenAI feedback outperformed the other two groups in the overall writing scores. In terms of subcomponents, the ERNIE group outscored the Bingo group in content and the comparison group in mechanics. Two-way ANOVA further revealed that L2 proficiency levels affected students' writing development across three groups. For intermediate-proficiency learners, the GenAI feedback was more effective in improving their writing scores than the AWE feedback. The advanced-proficiency learners benefited more from receiving AWE feedback than the intermediate learners. The findings revealed the optimal effect of GenAI feedback in promoting students’ use of SRL strategies and the moderation role of language proficiency in the effect of feedback types on writing development.
{"title":"Can GenAI-empowered feedback promote L2 learners’ self-regulation strategic behavior and writing performance?","authors":"Lin Sophie Teng, Xinjie Deng, Jing Yang","doi":"10.1016/j.system.2026.103970","DOIUrl":"10.1016/j.system.2026.103970","url":null,"abstract":"<div><div>Drawing on self-regulated learning (SRL) theory, the present quasi-experimental study investigated the effect of feedback types on SRL strategies and writing performance. Eighty-four English as a foreign language (EFL) learners were recruited from three intact classes in a Chinese university. They were assigned to three conditions: a Bingo group (an automated writing evaluation tool, AWE) (<em>n</em> = 29), an ERNIE group (a GenAI tool, like GPT) (<em>n</em> = 29), and a comparison group (<em>n</em> = 26). The two experimental groups were required to complete and revise three argumentative essays based on the AWE feedback and the GenAI feedback over three months, while the comparison group performed the same writing tasks without any feedback. All the participants were invited to complete writing tests and writing strategies for SRL questionnaires before and after the experiment. Mixed factorial ANOVAs revealed that the ERNIE group with GenAI feedback outperformed the other two groups in the overall writing scores. In terms of subcomponents, the ERNIE group outscored the Bingo group in content and the comparison group in mechanics. Two-way ANOVA further revealed that L2 proficiency levels affected students' writing development across three groups. For intermediate-proficiency learners, the GenAI feedback was more effective in improving their writing scores than the AWE feedback. The advanced-proficiency learners benefited more from receiving AWE feedback than the intermediate learners. The findings revealed the optimal effect of GenAI feedback in promoting students’ use of SRL strategies and the moderation role of language proficiency in the effect of feedback types on writing development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103970"},"PeriodicalIF":5.6,"publicationDate":"2026-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927604","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}
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