IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-28 DOI: 10.1016/j.system.2026.103996

Alaa Alzahrani , Adel Alfaifi

Research has established that linguistic complexity varies across essay genres. However, existing studies have often focused on the writing of Second Language (L2) English learners who study in their home countries, predominantly examining only lexical and/or syntactic complexity. Drawing on the dynamic usage-based perspective, the current study investigated the extent to which genre influences the relationship between three dimensions of linguistic complexity and the quality of essays produced by L2 learners of Modern Standard Arabic (MSA) studying abroad. We collected 301 argumentative and descriptive essays from a group of 44 L2 MSA learners over a two-month period and analyzed them in terms of lexical, syntactic, and phraseological complexity. Correlation analyses revealed a significant genre effect in the manifestation of linguistic complexity in L2 MSA writing, with lexical and syntactic measures exhibiting distinct genre-specific patterns. However, linear mixed-effects models identified a shared feature: phraseological diversity consistently predicted L2 essay quality ratings across both argumentative and descriptive genres. The results confirm that genre significantly influences linguistic complexity in L2 MSA writing, while also pointing to common linguistic features across genres. These results extend previous English-shaped findings to new linguistic and L2 learning contexts, advancing our understanding of linguistic complexity across broader L2 populations. We discuss the practical implications of our findings for L2 MSA writing instruction and make our corpus freely available to promote research on L2 MSA writing.

研究表明，不同类型的文章，语言的复杂性各不相同。然而，现有的研究往往侧重于在本国学习的第二语言（L2）英语学习者的写作，主要只检查词汇和/或句法的复杂性。基于动态用法的视角，本研究调查了文体对现代标准阿拉伯语（MSA）出国留学的第二语言学习者在语言复杂性的三个维度与文章质量之间的关系的影响程度。在两个月的时间里，我们从44名L2 MSA学习者那里收集了301篇议论文和描述性文章，并从词汇、句法和短语的复杂性方面对它们进行了分析。相关分析表明，二语MSA写作的语言复杂性表现出显著的体裁效应，词汇和句法表现出明显的体裁特征。然而，线性混合效应模型发现了一个共同的特征：短语多样性一致地预测了议论文和描述性类型的第二语言论文质量评级。结果证实，文体显著影响第二语言MSA写作的语言复杂性，同时也指出了跨文体的共同语言特征。这些结果将之前的英语研究结果扩展到新的语言和第二语言学习环境中，促进了我们对更广泛的第二语言人群的语言复杂性的理解。我们讨论了我们的发现对第二语言MSA写作教学的实际意义，并使我们的语料库免费提供，以促进第二语言MSA写作的研究。

{"title":"Writing from Abroad: Linguistic complexity and L2 Arabic writing quality across genres","authors":"Alaa Alzahrani , Adel Alfaifi","doi":"10.1016/j.system.2026.103996","DOIUrl":"10.1016/j.system.2026.103996","url":null,"abstract":"<div><div>Research has established that linguistic complexity varies across essay genres. However, existing studies have often focused on the writing of Second Language (L2) English learners who study in their home countries, predominantly examining only lexical and/or syntactic complexity. Drawing on the dynamic usage-based perspective, the current study investigated the extent to which genre influences the relationship between three dimensions of linguistic complexity and the quality of essays produced by L2 learners of Modern Standard Arabic (MSA) studying abroad. We collected 301 argumentative and descriptive essays from a group of 44 L2 MSA learners over a two-month period and analyzed them in terms of lexical, syntactic, and phraseological complexity. Correlation analyses revealed a significant genre effect in the manifestation of linguistic complexity in L2 MSA writing, with lexical and syntactic measures exhibiting distinct genre-specific patterns. However, linear mixed-effects models identified a shared feature: phraseological diversity consistently predicted L2 essay quality ratings across both argumentative and descriptive genres. The results confirm that genre significantly influences linguistic complexity in L2 MSA writing, while also pointing to common linguistic features across genres. These results extend previous English-shaped findings to new linguistic and L2 learning contexts, advancing our understanding of linguistic complexity across broader L2 populations. We discuss the practical implications of our findings for L2 MSA writing instruction and make our corpus freely available to promote research on L2 MSA writing.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103996"},"PeriodicalIF":5.6,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173361","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

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

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

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

Jun Takahashi

引用次数: 0

A qualitative exploration into L2 learners’ enjoyment and emotional variability in directed motivational currents 二语学习者在定向动机流中的享受和情绪变化的定性探讨

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-28 DOI: 10.1016/j.system.2026.103998

Arkadiusz Pietluch

Directed motivational currents (DMCs) describe atypically intense motivational surges capable of sustaining long-term behaviours, such as learning a foreign language (FL). While DMCs have traditionally been associated with positive emotions and portrayed as highly enjoyable due to their focus on accomplishing personally meaningful goals, emerging research shows that their emotional landscape is more varied and can also include negative affect. Following calls for greater attention to emotional diversity in DMCs, this study adopted a qualitative exploratory design to investigate how foreign language enjoyment (FLE) evolved over time amongst four Polish FL learners in the midst of sustained, intense, and goal-driven pursuits. The analysis, based on daily enjoyment graphs and weekly interviews, revealed considerable variability in participants’ enjoyment trajectories, driven by factors such as goal centrality, ownership of the learning experience, feedback quality, social support, and the capacity to manage the emotional and cognitive demands of sustained engagement. Participants also varied in the extent to which they actively sought and applied strategies to sustain both their enjoyment and motivational momentum. Drawing on the findings, the study proposes strategies to promote emotion regulation and reflective awareness in long-term pursuits, including fostering learner agency, guiding task management and progress monitoring, reappraising setbacks, encouraging reflection, and providing scaffolded learning.

定向动机电流（DMCs）描述了能够维持长期行为的非典型的强烈动机浪涌，例如学习外语（FL）。虽然dmc传统上与积极情绪有关，并且由于他们专注于完成个人有意义的目标而被描绘成非常愉快的人，但新兴研究表明，他们的情绪景观更加多样化，也可能包括负面影响。在呼吁更多地关注dmc的情感多样性之后，本研究采用定性探索性设计来调查四个波兰FL学习者在持续、激烈和目标驱动的追求中外语享受（FLE）是如何随着时间的推移而演变的。基于每日享受图表和每周访谈的分析显示，受目标中心性、学习经验的所有权、反馈质量、社会支持以及管理持续参与的情感和认知需求的能力等因素的影响，参与者的享受轨迹存在相当大的差异。参与者在积极寻求和应用策略以维持他们的乐趣和动力的程度上也各不相同。根据研究结果，本研究提出了在长期追求中促进情绪调节和反思意识的策略，包括培养学习者能动性、指导任务管理和进度监控、重新评估挫折、鼓励反思和提供架式学习。

{"title":"A qualitative exploration into L2 learners’ enjoyment and emotional variability in directed motivational currents","authors":"Arkadiusz Pietluch","doi":"10.1016/j.system.2026.103998","DOIUrl":"10.1016/j.system.2026.103998","url":null,"abstract":"<div><div>Directed motivational currents (DMCs) describe atypically intense motivational surges capable of sustaining long-term behaviours, such as learning a foreign language (FL). While DMCs have traditionally been associated with positive emotions and portrayed as highly enjoyable due to their focus on accomplishing personally meaningful goals, emerging research shows that their emotional landscape is more varied and can also include negative affect. Following calls for greater attention to emotional diversity in DMCs, this study adopted a qualitative exploratory design to investigate how foreign language enjoyment (FLE) evolved over time amongst four Polish FL learners in the midst of sustained, intense, and goal-driven pursuits. The analysis, based on daily enjoyment graphs and weekly interviews, revealed considerable variability in participants’ enjoyment trajectories, driven by factors such as goal centrality, ownership of the learning experience, feedback quality, social support, and the capacity to manage the emotional and cognitive demands of sustained engagement. Participants also varied in the extent to which they actively sought and applied strategies to sustain both their enjoyment and motivational momentum. Drawing on the findings, the study proposes strategies to promote emotion regulation and reflective awareness in long-term pursuits, including fostering learner agency, guiding task management and progress monitoring, reappraising setbacks, encouraging reflection, and providing scaffolded learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103998"},"PeriodicalIF":5.6,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173360","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

Dissecting the ‘E’ and the ‘I’ in EMI through a Bakhtinian lens: Monoglossic versus heteroglossic meanings and practices across academic disciplines 通过巴赫蒂尼的视角剖析EMI中的“E”和“I”：跨学科的单语与异语意义和实践

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2026-01-27 DOI: 10.1016/j.system.2026.103988

Hoa K. Tang , John Trent

English-medium instruction (EMI) has been implemented in numerous countries, including Vietnam. EMI has thus been extensively researched, yet more attention should be paid to disciplinary differences and their influences on the perceived meanings and classroom practices of EMI. Therefore, this paper is aimed at exploring the perceived meanings of the ‘E’ and the ‘I’ in EMI as well as EMI lecturers' linguistic and pedagogical practices in light of disciplinary differences–that is, in two courses: maths and business. Theoretically, it drew upon Bakhtin's theory of dialogism and its fundamental notions of monoglossia and heteroglossia; methodologically, it drew upon triangulation of participant observation and interview to collect data. The collected data were then analysed by means of thematic analysis. Data analysis indicated disciplinary differences regarding the correspondence between a terminology and its interpretation(s). Consequentially, in the maths course, the perceived meanings and classroom practices of both the ‘E’ and the ‘I’ are monoglossic. In contrast, in the business course, the perceived meanings and classroom practices of both the ‘E’ and the ‘I’ are heteroglossic. Thus, the implication is that the revealed discrepancies should be taken into account in the formation and implementation of EMI(-related) policies and professional development programmes and/or courses for pre-service and in-service EMI lecturers. Future studies should observe more courses across academic disciplines in various educational settings as well as involving a greater number of interview participants to contribute to a richer understanding of EMI.

英语教学（EMI）已在包括越南在内的许多国家实施。因此，对EMI进行了广泛的研究，但更多的注意力应该放在学科差异及其对EMI的感知意义和课堂实践的影响上。因此，本文旨在探讨EMI中“E”和“I”的感知意义，以及EMI讲师根据学科差异（即数学和商业两门课程）的语言和教学实践。在理论上，它借鉴了巴赫金的对话理论及其单舌语和异舌语的基本概念；在方法上，它借鉴了参与观察和访谈的三角测量来收集数据。然后用专题分析的方法对收集到的数据进行分析。数据分析表明，在术语及其解释之间的对应关系方面存在学科差异。因此，在数学课程中，“E”和“I”的感知意义和课堂实践都是单一的。相反，在商务课程中，“E”和“I”的感知意义和课堂实践都是异质的。因此，其含义是，在制定和执行EMI（相关）政策和专业发展方案和/或在职EMI讲师的职前和在职课程时，应考虑到所发现的差异。未来的研究应该在不同的教育环境下观察更多的跨学科课程，并涉及更多的访谈参与者，以有助于更丰富地理解EMI。

{"title":"Dissecting the ‘E’ and the ‘I’ in EMI through a Bakhtinian lens: Monoglossic versus heteroglossic meanings and practices across academic disciplines","authors":"Hoa K. Tang , John Trent","doi":"10.1016/j.system.2026.103988","DOIUrl":"10.1016/j.system.2026.103988","url":null,"abstract":"<div><div>English-medium instruction (EMI) has been implemented in numerous countries, including Vietnam. EMI has thus been extensively researched, yet more attention should be paid to disciplinary differences and their influences on the perceived meanings and classroom practices of EMI. Therefore, this paper is aimed at exploring the perceived meanings of the ‘E’ and the ‘I’ in EMI as well as EMI lecturers' linguistic and pedagogical practices in light of disciplinary differences–that is, in two courses: maths and business. Theoretically, it drew upon Bakhtin's theory of dialogism and its fundamental notions of <em>monoglossia</em> and <em>heteroglossia</em>; methodologically, it drew upon triangulation of participant observation and interview to collect data. The collected data were then analysed by means of thematic analysis. Data analysis indicated disciplinary differences regarding the correspondence between a terminology and its interpretation(s). Consequentially, in the maths course, the perceived meanings and classroom practices of both the ‘E’ and the ‘I’ are monoglossic. In contrast, in the business course, the perceived meanings and classroom practices of both the ‘E’ and the ‘I’ are heteroglossic. Thus, the implication is that the revealed discrepancies should be taken into account in the formation and implementation of EMI(-related) policies and professional development programmes and/or courses for pre-service and in-service EMI lecturers. Future studies should observe more courses across academic disciplines in various educational settings as well as involving a greater number of interview participants to contribute to a richer understanding of EMI.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"139 ","pages":"Article 103988"},"PeriodicalIF":5.6,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154366","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

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

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

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

Li Yang , Jing Yan , Zhou-min Yuan

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

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

{"title":"Apology strategies and ritual frame indicating expressions (RFIEs) in advanced Korean learners’ Chinese: An interlanguage pragmatic study","authors":"Li Yang , Jing Yan , Zhou-min Yuan","doi":"10.1016/j.system.2026.103974","DOIUrl":"10.1016/j.system.2026.103974","url":null,"abstract":"<div><div>Based on Kádár and House's (2020b) Ritual Frame Indicating Expressions (RFIEs) framework, this study investigates how advanced Korean learners of Chinese produce apologies in hierarchical contexts compared with native Chinese speakers. Forty advanced Korean learners and 40 native Chinese speakers performed role-play tasks across three power scenarios (to a child, schoolmate, teacher). The results indicate that Korean learners relied heavily on L1-influenced forms, such as <em>honorifics</em> like <em>“您” (honorific you),</em> and <em>pragmatic particles</em> like “<em>吧” (ba/ne</em>), but underused context-sensitive strategies, such as <em>expressions of concern</em> and <em>repair offers</em>. In contrast, native speakers displayed greater strategy variation, adapting RFIEs to reflect power differentials. These patterns suggest that Korean learners' pragmatic transfer and limited strategy repertoires may lead to intercultural misalignment, which underscores the need for targeted pedagogical interventions. This study extends the RFIE theory to interlanguage pragmatics, showing how ritualized pragmatic norms are acquired and transferred in L2 Chinese. Pedagogically, it recommends contrastive instruction, immersive scenario-based training, and metapragmatic awareness-raising tasks to strengthen Chinese learners' sociopragmatic competence. These insights offer practical applications for teaching L2 apology strategies in power-sensitive contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103974"},"PeriodicalIF":5.6,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078206","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

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

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

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

Kemal Sinan Özmen , Esra Harmandaoğlu Baz

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

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

{"title":"From Ethos to Enactment: Developing and validating the teacher idealism scale","authors":"Kemal Sinan Özmen , Esra Harmandaoğlu Baz","doi":"10.1016/j.system.2026.103985","DOIUrl":"10.1016/j.system.2026.103985","url":null,"abstract":"<div><div>Understanding teacher idealism is increasingly important as global educational reforms, accountability pressures, and shifting professional expectations reshape how teachers sustain their values and ethical commitments. This study introduces and validates the Teacher Idealism Scale (TIS), a theoretically grounded instrument developed to conceptualize and measure teacher idealism as a multidimensional component of teacher identity. Informed by sociocultural theory (Vygotsky, 1978) and poststructuralist perspectives (Foucault, 1980; 1983), idealism is reconceptualized as a layered, context-responsive orientation encompassing moral aspiration, professional values, and reflective agency. A comprehensive item pool representing six theorized dimensions was administered to a national sample of 856 English language teachers in Türkiye. Through exploratory and confirmatory factor analyses (EFA and CFA), a six-factor structure emerged: Ethos, Ideal-Self Schema, Enacted Identity, Professional Cognition, Disciplinary Knowledge, and Axiomatic Frame, demonstrating robust psychometric properties (α = .79-.84; CR = .79-.86; AVE = .51-.62). Descriptive findings revealed generally high levels of idealism, with significant differences across gender, educational background, teaching experience, and institutional setting. Results affirm teacher idealism as a theoretically coherent and empirically measurable identity dimension. The study offers practical implications for teacher education and professional development, proposing avenues to embed ethical and aspirational dimensions into reflective practice. The TIS contributes to both the conceptual advancement and methodological tooling of identity research, supporting values-based pedagogy and critical agency in diverse educational contexts with a ratio of 65.47 of the variance in explaining teacher idealism.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103985"},"PeriodicalIF":5.6,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022777","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

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

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

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

Xinxin Wu , Jia Liu

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

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

{"title":"Navigating the decades: A narrative inquiry into tertiary EFL teacher wellbeing amid Chinese educational reforms","authors":"Xinxin Wu , Jia Liu","doi":"10.1016/j.system.2026.103983","DOIUrl":"10.1016/j.system.2026.103983","url":null,"abstract":"<div><div>While teacher wellbeing is critical, its long-term evolution remains under-researched, particularly for EFL teachers in contexts of intense, sustained educational reform. This study addresses this gap by employing narrative inquiry to explore the 30-year career wellbeing trajectories of two tertiary EFL teachers in China. Findings revealed two distinct, non-linear pathways, consisting of one of episodic diversification driven by a quest for autonomy, and one of sustained striving characterized by a “slow burn” of resilience against systemic demands and work-family conflicts. Analysis of these trajectories demonstrates that wellbeing is a dynamic negotiation between teachers' internal worlds and their external contexts. Based on this analysis, we propose the adaptive equilibrium model of long-term EFL teacher wellbeing (AEM-LTEW). This model conceptualizes wellbeing as a dynamic equilibrium across four key domains (values and motivational core, professional identity architecture, environmental context and systemic forces, and life-course integration), maintained through three adaptive mechanisms, namely environmental modification, cognitive reframing, and strategic adaptation. This framework provides a new lens for understanding career-long adaptation and the cumulative impact of systemic reforms. The study's implications call for career-stage-specific support and for addressing structural inequities, such as gendered career paths and narrow evaluative metrics, that impact long-term teacher sustainability in Chinese higher education and similar reform-intensive contexts globally.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103983"},"PeriodicalIF":5.6,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022781","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

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

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

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

Shangchao Min , Yuhong Gao , Jie Zhang

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

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

{"title":"Exploring L2 learner engagement in spoken English practices with a GenAI-powered chatbot","authors":"Shangchao Min , Yuhong Gao , Jie Zhang","doi":"10.1016/j.system.2026.103982","DOIUrl":"10.1016/j.system.2026.103982","url":null,"abstract":"<div><div>Generative artificial intelligence (GenAI) engages students in targeted and context-aware interactions, holding the potential to revolutionize chatbot-supported second language (L2) learning. However, GenAI-assisted language learning research has been inadequate in addressing learner engagement that depicts the entire learning process. This study explored 89 Chinese English learners' engagement when they practiced spoken English with E-Talk, a GenAI-powered chatbot, under different pedagogical designs. Data sources included engagement questionnaire, human-GenAI chat logs, and semi-structured interviews. Analyses revealed that the teacher guidance group demonstrated significantly higher behavioral, cognitive, and social engagement compared to the regular group, revealing the value of structured instructional support. Notably, cognitive engagement was jointly shaped by teacher guidance and task mode, as thematic dialogue elicited higher cognitive engagement in the teacher guidance group. Taken together, the results highlighted the importance of pedagogical design and the context dependency of learner engagement in GenAI-assisted spoken English practice. This study provided empirical evidence supporting the role of teachers and task design in enhancing GenAI-powered L2 learning experience and contributed to a wider discussion on the importance of pedagogical design to facilitate GenAI's role in individualized learning.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103982"},"PeriodicalIF":5.6,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022858","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

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

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

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

Ikuya Aizawa , Yui Suzukida

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

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

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

{"title":"Does instructional language matter in CLIL? A study of learner proficiency and affective factors","authors":"Ikuya Aizawa , Yui Suzukida","doi":"10.1016/j.system.2025.103961","DOIUrl":"10.1016/j.system.2025.103961","url":null,"abstract":"<div><div>This study examines the English language proficiency and affective factors of Japanese university students enrolled in medical programs taught in English (CLIL) (n = 44) and those taught in Japanese (L1-supported CLIL, n = 61). Pre- and post-study questionnaires, administered over a 14-week semester, measured speaking and writing proficiency, L2 speaking and writing anxiety, language learning enjoyment, international posture and willingness to communicate. The results show that both CLIL and L1-supported CLIL students experienced gains in speaking proficiency and a reduction in L2 speaking anxiety.</div><div>The CLIL group demonstrated a decrease in L2 writing anxiety and an increase in willingness to communicate, while the L1-supported CLIL group showed an increase in international posture. This study reveals that L1 instruction in certain aspects of the first year of the CLIL curriculum appears to provide a supportive environment for lower-proficiency students to develop L2 proficiency and an international posture. Pedagogical implications are discussed in relation to the importance of selecting instructional language according to students’ L2 proficiency levels when designing CLIL programmes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103961"},"PeriodicalIF":5.6,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022782","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

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

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

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

Art Tsang , Benjamin Luke Moorhouse

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

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

{"title":"Junior secondary EFL learners’ enjoyment of homework: A mixed-methods comparative study of a high-, average-, and low-achieving school in Hong Kong","authors":"Art Tsang , Benjamin Luke Moorhouse","doi":"10.1016/j.system.2026.103981","DOIUrl":"10.1016/j.system.2026.103981","url":null,"abstract":"<div><div>Positive emotions such as enjoyment have recently come to the fore in FL research and education. However, very few studies to date have focused on learners' emotions associated with doing homework, a common practice institutionalized in many FL education settings. In this comparative study, we examined 327 Grade 7 EFL learners' levels of enjoyment of homework in a high-, an average-, and a low-achieving school in Hong Kong. We elicited, through a questionnaire, their enjoyment of the most common types of English homework assigned by their teachers in their specific schools at two timepoints with a one-year gap. 24 participants were interviewed after the second timepoint. Overall, the participants’ levels of enjoyment were neutral to negative. The high-achieving participants had the highest level of enjoyment while the low-achievers had the lowest. This pattern remained largely the same across the two timepoints. The qualitative data shed light on the overall low enjoyment associated with homework and different levels of enjoyment between different kinds of homework in specific schools.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103981"},"PeriodicalIF":5.6,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022953","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

System最新文献