IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-31 DOI: 10.1016/j.system.2024.103533

Chenghao Wang , Bin Zou , Yiran Du , Zixun Wang

Based on the Interaction Hypothesis, the study investigates the impact of different conversational Generative Artificial Intelligence (GenAI) chatbots on English as a Foreign Language (EFL) learners’ willingness to communicate (WTC), foreign language speaking anxiety (FLSA), self-perceived communicative competence (SPCC) and speaking performance. Three groups of Chinese undergraduate students were recruited: a control group (CG, N = 33) and two experimental groups (EG1, N = 33; EG2, N = 33). The CG interacted with the teacher and classmates during the speaking class. In contrast, EG1 interacted with a text- and voice-based conversational GenAI chatbot called Typebot, while EG2 engaged with a conversational GenAI chatbot that featured both text and voice interaction along with human-like avatars named D-ID Agent. Quantitative analysis using multilevel modelling revealed that EG2 showed significant improvements in WTC and SPCC and a notable reduction in FLSA levels compared to CG. However, the pre- and post-speaking test results showed no significant differences in speaking performance across the groups. Qualitative data from semi-structured interviews supported these findings, highlighting the immersive learning experience and emotional support provided by the human-like avatars. These results suggest that visually embodied GenAI chatbots can effectively enhance the emotional experience during the language learning. The study provides practical insights for language educators on integrating GenAI technologies in language teaching, emphasising the benefits of human-like avatars in fostering a more engaging and supportive learning environment.

基于交互假设，本研究探讨了不同会话生成人工智能（GenAI）聊天机器人对英语作为外语（EFL）学习者的交际意愿（WTC）、外语口语焦虑（FLSA）、自我感知交际能力（SPCC）和口语表现的影响。我们招募了三组中国本科生：对照组（CG，33 人）和两个实验组（EG1，33 人；EG2，33 人）。对照组在口语课上与老师和同学互动。相比之下，EG1 与一个名为 Typebot 的基于文字和语音的 GenAI 对话聊天机器人进行互动，而 EG2 则与一个名为 D-ID Agent 的 GenAI 对话聊天机器人进行互动，该聊天机器人具有文字和语音互动功能，并配有类人化身。使用多层次建模进行的定量分析显示，与 CG 相比，EG2 在 WTC 和 SPCC 方面有显著改善，FLSA 水平也明显下降。不过，前后的口语测试结果显示，各组的口语表现没有明显差异。来自半结构式访谈的定性数据支持了这些发现，强调了类人化身提供的身临其境的学习体验和情感支持。这些结果表明，视觉化身的 GenAI 聊天机器人能有效增强语言学习过程中的情感体验。这项研究为语言教育工作者在语言教学中整合 GenAI 技术提供了实用的见解，强调了类人化身在营造更具吸引力和支持性的学习环境方面的益处。

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引用次数: 0

Creativity and the linguistic features of argumentative and narrative written task performance 创造性与议论性和叙事性书面任务的语言特点

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-30 DOI: 10.1016/j.system.2024.103531

Judit Kormos , Shungo Suzuki

This study investigated the relationship between creativity and the linguistic quality of the output in L2 written argumentative and narrative essays produced by 95 Hungarian secondary school students at intermediate to advanced level of proficiency. Participants also completed a figural creativity test which was standardized and validated for the target sample. The creativity test assessed creative fluency and elaboration, the abstractness of title and resistance to premature closure of the figurative representations. The lexical sophistication and diversity, syntactic complexity and elaboration, and cohesion and coherence of the students’ writing was analyzed with automated natural language processing tools. The interrelationship of creativity and the linguistic features of the argumentative and narrative texts was examined using correlational analyses. The results reveal a complex interplay of the role of different facets of creativity in L2 written task performance that varies across the two types of tasks.

本研究调查了 95 名中高级水平的匈牙利中学生撰写的论证和记叙文中创造力与语言质量之间的关系。受试者还完成了针对目标样本进行标准化和验证的形象创造力测试。创造力测试评估了创造性的流畅性和阐述性、标题的抽象性以及对形象表述过早结束的抵制。学生写作的词汇复杂性和多样性、句法复杂性和详尽性、内聚性和连贯性均通过自动自然语言处理工具进行了分析。通过相关分析，研究了创造力与议论文和记叙文语言特点之间的相互关系。研究结果表明，创造力的不同方面在 L2 书面任务的表现中发挥着复杂的相互作用，而且在两类任务中各不相同。

引用次数: 0

Pragmatic competence as linguistic adaptation: Adapting linguistic resources to different listener reactions 作为语言适应的语用能力：根据听者的不同反应调整语言资源

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-30 DOI: 10.1016/j.system.2024.103509

Naoko Taguchi , Júlia Barón

This study investigated L2 English speakers’ ability to adjust their pragmalinguistic strategies in response to different reactions coming from their imagined interlocutor. Participants were 65 speakers of L2 English who had different degrees of general proficiency and language use experience (beginning, advanced, and professional-level) and who were living in a non-English speaking country (Spain). All participants completed a computerized video-based role-play task individually, in which they produced a request or an apology directed to their interlocutor in pre-recorded videos. The interlocutor accepted their request or apology, but the manner of acceptance varied—positive or less positive. In the positive condition, the interlocutor appeared happy, while in the less positive condition, they looked slightly annoyed as shown by their facial expressions and hesitant manner of speaking. Results showed that higher-proficiency participants, especially those who had professional-level experience in English, tended to use different pragmalinguistic strategies corresponding to different reactions coming from their interlocutor.

本研究调查了以英语为第二语言的人根据想象中的对话者的不同反应调整其语用策略的能力。研究对象是 65 名生活在非英语国家（西班牙）、具有不同程度的综合语言水平和语言使用经验（初级、高级和专业级）的第二语言英语使用者。所有参与者都单独完成了一项基于计算机视频的角色扮演任务，他们在预先录制的视频中向对话者提出请求或道歉。对话者接受了他们的请求或道歉，但接受的方式有所不同--积极或不那么积极。在积极的情况下，对话者显得很高兴，而在不那么积极的情况下，从他们的面部表情和犹豫不决的说话方式可以看出，他们略显恼怒。结果表明，水平较高的参与者，尤其是那些有专业英语经验的人，往往会根据对话者的不同反应使用不同的语用策略。

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引用次数: 0

The role of classroom silence in teacher educators’ well-being: A case study in TESOL initial teacher education 课堂沉默对教师教育者幸福感的作用：TESOL 初始师范教育案例研究

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-29 DOI: 10.1016/j.system.2024.103530

Anıl Rakıcıoğlu-Söylemez

This study explores the role of classroom silence in the well-being of teacher educators (TEs) within a TESOL ITE program in Türkiye. Data were collected from two experienced TESOL TEs, Ayşe and Bahar, through individual interviews, a paired-depth interview, and weekly voice memos. Although TEs are essential for the professional development of pre-service language teachers (PTs), their well-being, particularly concerning classroom silence, has been largely overlooked in existing research. Applying the Job Demands-Resources (JD-R) model, this study examines how classroom silence impacts TEs' ability to support PTs effectively. Findings revealed that classroom silence arises from three primary sources: curriculum-related issues, PT preparedness, and TE strategies. Curriculum misalignment with PTs’ language proficiency and theoretical demands contributes to silence, intensified by PT unpreparedness and cultural backgrounds. In the ITE program, TEs reported emotional tension when managing silence, highlighting the need for adaptive teaching methods (e.g., multimodal materials). The study suggests examining institutional policies to create strategies that alleviate stress and support TEs. Implementing support networks, mentoring programs, and modules can offer emotional and professional resources, reducing isolation and classroom-related stress. Revising the ITE curriculum and providing administrative support can aid TEs in managing demands, enhancing their well-being and engagement with TESOL programs.

本研究探讨了在土耳其的一个 TESOL ITE 项目中，课堂沉默在教师教育者（TEs）的幸福感中扮演的角色。研究人员通过个别访谈、配对深度访谈和每周语音备忘录，从两位经验丰富的 TESOL 教师教育工作者 Ayşe 和 Bahar 处收集数据。尽管培训教师对职前语言教师（PT）的专业发展至关重要，但现有研究在很大程度上忽视了他们的福祉，尤其是在课堂沉默方面。本研究运用 "工作要求-资源"（JD-R）模型，探讨了课堂沉默如何影响教师有效支持职前语文教师的能力。研究结果表明，课堂沉默主要来自三个方面：与课程相关的问题、教师的准备情况和教师培训策略。课程设置与教师的语言能力和理论要求不符导致了沉默，而教师的准备不足和文化背景又加剧了沉默。在信息技术教育课程中，教师在处理沉默问题时情绪紧张，这凸显了适应性教学方法（如多模式材料）的必要性。该研究建议审查机构政策，以制定减轻压力和支持 TE 的策略。实施支持网络、辅导计划和模块可以提供情感和专业资源，减少孤立和与课堂相关的压力。修订信息技术教育课程和提供行政支持可以帮助技术教育工作者管理需求，提高他们的幸福感和对 TESOL 项目的参与度。

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引用次数: 0

The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback 草并不总是更绿：教师与 GPT 辅助书面纠正反馈的对比

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-29 DOI: 10.1016/j.system.2024.103529

Shiming Lin, Peter Crosthwaite

Written Corrective Feedback (WCF) is a crucial pedagogical practice where teachers annotate student writing to correct errors and improve language skills, albeit one that is time-consuming and laborious for large classes or under time constraints. However, the advent of advanced generative artificial intelligence and large language models, specifically ChatGPT, has introduced new possibilities for automating such educational tasks. GPT models with their transformer architecture and self-attention mechanism can perform complex natural language tasks including assisting teachers in providing WCF. This study compares the WCF produced by teachers and ChatGPT, examining their respective capabilities while identifying differences in their feedback practice. Findings reveal teacher provided WCF typically involves a consistent combination of direct correction and indirect feedback forms addressing both local and global issues, albeit with a degree of inaccuracy. ChatGPT-assisted WCF tends to be in the form of metalinguistic feedback and/or reformulation of the original text. However, GPT also frequently varies in its entire approach to WCF provision even when using the same prompt on the same text, while also providing grammatically accurate yet redundant WCF in certain cases. We discuss the implications of these findings for L2 writing practice.

书面批改反馈（WCF）是一种重要的教学实践，教师通过批改学生的作文来纠正错误和提高语言技能。然而，先进的生成人工智能和大型语言模型（特别是 ChatGPT）的出现，为此类教育任务的自动化带来了新的可能性。GPT 模型具有转换器架构和自我关注机制，可以执行复杂的自然语言任务，包括协助教师提供 WCF。本研究对教师和 ChatGPT 制作的 WCF 进行了比较，考察了它们各自的能力，同时发现了它们在反馈实践中的差异。研究结果表明，教师提供的 WCF 通常包括直接纠正和间接反馈形式的一致组合，以解决局部和全局问题，尽管存在一定程度的不准确性。ChatGPT 辅助的 WCF 往往采用金属语言反馈和/或重新表述原文的形式。然而，即使在同一文本上使用相同的提示，GPT 在提供 WCF 的整个方法上也经常出现差异，在某些情况下还会提供语法准确但多余的 WCF。我们将讨论这些发现对 L2 写作实践的影响。

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引用次数: 0

ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study ChatGPT 作为 EFL 学习者自学英语的工具：多方法研究

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-28 DOI: 10.1016/j.system.2024.103528

Nguyen Hoang Mai Tram , Tin Trung Nguyen , Cong Duc Tran

This study investigates the factors influencing ChatGPT acceptance in self-directed English language learning and explores its potential to enhance the learning process. A multi-methods approach was employed, comprising a systematic review of 40 empirical articles, a quantitative survey of 344 English as a Foreign Language (EFL) learners, and 19 semi-structured interviews. Results indicated that interactivity, enjoyment, trust, and subjective norms significantly affect continued use through perceived usefulness, while human-likeness, self-efficacy, and technology anxiety influence it through perceived ease of use. EFL learners utilize ChatGPT for both primary and secondary English learning purposes, supporting various language dimensions including reading, writing, vocabulary, and grammar. The study also identified both passive and active language learning engagement facilitated by ChatGPT. This research contributes to the field by proposing an extended Technology Acceptance Model and a conceptual framework for chatbot-assisted language learning. For chatbot developers, the findings underscore the need to enhance interactivity, human-likeness, enjoyment, and trust while minimizing technology anxiety to increase sustained use. Educators can utilize these insights to better integrate ChatGPT into their curricula, supporting diverse language skills and engaging learners more effectively. Together, these findings provide concrete guidance for enhancing the design and implementation of AI chatbots in language learning contexts.

本研究调查了影响英语自主学习中接受 ChatGPT 的因素，并探讨了 ChatGPT 增强学习过程的潜力。研究采用了多种方法，包括对 40 篇实证文章的系统回顾、对 344 名英语作为外语（EFL）学习者的定量调查以及 19 次半结构式访谈。结果表明，互动性、乐趣、信任和主观规范通过感知有用性显著影响持续使用，而人际亲和力、自我效能感和技术焦虑则通过感知易用性影响持续使用。EFL 学习者利用 ChatGPT 达到初级和中级英语学习目的，支持包括阅读、写作、词汇和语法在内的各种语言维度。研究还发现了 ChatGPT 所促进的被动和主动语言学习参与。本研究提出了扩展的技术接受模型和聊天机器人辅助语言学习的概念框架，为该领域做出了贡献。对于聊天机器人开发者来说，研究结果强调了增强互动性、人性化、愉悦感和信任感的必要性，同时将技术焦虑降至最低，以提高持续使用率。教育工作者可以利用这些见解将 ChatGPT 更好地融入他们的课程，支持多样化的语言技能并更有效地吸引学习者。这些发现为在语言学习环境中加强人工智能聊天机器人的设计和实施提供了具体指导。

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引用次数: 0

Independent corpus consultation for collocation use in academic writing by L2 graduate students 针对第二语言研究生在学术写作中使用搭配的独立语料库咨询

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-28 DOI: 10.1016/j.system.2024.103515

Yuanfang Hua , Xiaofei Lu , Qian Guo

This study investigates the extent to which second language (L2) graduate students’ collocation use in academic writing improves with the independent use of a corpus tool, by analyzing the writing assignments of 115 Chinese EFL graduate students from an academic English course. The experimental group (N = 73) received brief in-class training on the use of a corpus tool developed for collocation use (Linggle) and was required to use it for their two homework assignments, whereas the control group (N = 42) was not made aware of the tool before their homework submission. The mean mutual information (MI) scores of the collocations used in the two writing assignments were compared between the experimental and control groups to evaluate the effect of independent corpus consultation (ICC). Overall, the results showed a marginally higher mean MI score for the experimental group, and the differences varied by collocation type. Survey results further revealed that fewer than 40% of the participants frequently used the tool, and the participants reported difficulties in using the query syntax, understanding corpus results, and maintaining technical access to the tool. Our findings have useful pedagogical implications for considering independent corpus consultation as a supplementary tool for academic English instruction.

本研究通过分析学术英语课程中115名中国EFL研究生的写作作业，探讨第二语言（L2）研究生在独立使用语料库工具后，学术写作中搭配使用的改善程度。实验组（73 人）在课堂上接受了关于如何使用针对搭配使用开发的语料库工具（Linggle）的简短培训，并被要求在两次家庭作业中使用该工具，而对照组（42 人）在提交家庭作业之前并不了解该工具。实验组和对照组比较了两次写作作业中使用的搭配的平均互信息（MI）得分，以评估独立语料库咨询（ICC）的效果。总体而言，结果显示实验组的平均互信息得分略高，且差异因搭配类型而异。调查结果显示，只有不到 40% 的参与者经常使用该工具，而且参与者表示在使用查询语法、理解语料库结果和保持对该工具的技术访问方面存在困难。我们的研究结果对于将独立语料库咨询作为学术英语教学的辅助工具具有有益的教学意义。

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引用次数: 0

Raising the (meta)pragmatic awareness of non-native pre-service teachers of L2 Italian with a telecollaborative data-driven learning project on formal email writing 通过关于正式电子邮件写作的远程协作数据驱动学习项目，提高母语为非第二语言意大利语的职前教师的（元）实用意识

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-22 DOI: 10.1016/j.system.2024.103518

Elena Nuzzo , Nicola Brocca

This study aims to determine whether a data-driven learning approach in a telecollaborative setting can effectively aid in the preparation of non-native pre-service teachers (PSTs) of Italian concerning pragmatic aspects of the target language. The study outlines a 4-week telecollaboration module focusing on formal email writing, involving eight PSTs at an Austrian university paired with Italian students. The participants were asked to analyze specific parts of emails written by native and non-native speakers and plan a lesson. The data analyzed came from questionnaires as well as from materials produced during the module itself. Ten Italian university professors offered baseline data. Descriptive statistics and qualitative content analysis were employed. The results indicate, on one hand, a small but significant improvement in the PSTs' understanding of target pragmatic phenomena after the intervention. On the other hand, not all the teaching strategies suggested in the module were fully grasped for potential future use by the PSTs. However, there is some evidence of PSTs’ autonomy in investigating, analyzing, and reflecting on pragmatic issues, offering a promising approach to enhancing teacher training in pragmatics.

本研究旨在确定在远程协作环境中采用数据驱动的学习方法能否有效帮助非母语的意大利语职前教师（PSTs）在目标语言的语用方面做好准备。本研究概述了一个为期四周的远程协作模块，该模块侧重于正式电子邮件的写作，由奥地利一所大学的八名职前意大利语教师与意大利学生配对参与。参与者被要求分析母语者和非母语者所写电子邮件的特定部分，并制定课程计划。所分析的数据来自调查问卷以及模块本身制作的材料。十位意大利大学教授提供了基线数据。研究采用了描述性统计和定性内容分析。结果表明，一方面，在干预之后，PST 对目标语用现象的理解有了微小但显著的提高。另一方面，并非所有模块中建议的教学策略都被 PST 完全掌握，以便将来使用。不过，有一些证据表明，语用学专业教师在调查、分析和反思语用问题方面具有自主性，这为加强语用学教师培训提供了一种很有前景的方法。

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引用次数: 0

How are personality factors connected to EFL learners’ oral performance? A psychological network analysis 人格因素与英语学习者的口语表现有何联系？心理网络分析

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-22 DOI: 10.1016/j.system.2024.103516

Jeong-eun Kim, Yohan Hwang

This study employs psychological network analysis to explore the intricate relationships between personality traits and second language (L2) oral performance. The participants, 162 Korean adult learners of English, completed the IPIP-NEO-60 personality trait questionnaire and a time-pressured oral narrative task. The oral narratives are assessed for two aspects of L2 knowledge (grammar and vocabulary) and two aspects of L2 processing (pronunciation and fluency). The analysis identifies two personality factors (neuroticism and extraversion) and two oral performance factors (grammar and vocabulary) as playing central roles in the network model. It shows particularly robust associations in a negative link between neuroticism and vocabulary and a positive link between conscientiousness and vocabulary, as well as a potential interaction of L2 knowledge (vocabulary) and L2 processing (fluency). The findings highlight the need for differentiated instructional strategies based on learners’ diverse personality profiles.

本研究采用心理网络分析法来探讨人格特质与第二语言（L2）口语表现之间错综复杂的关系。被试是 162 名韩国成人英语学习者，他们完成了 IPIP-NEO-60 人格特质问卷调查和一项有时间压力的口头叙述任务。口头叙述的评估包括两个方面的 L2 知识（语法和词汇）和两个方面的 L2 处理（发音和流利度）。分析确定了两个人格因素（神经质和外向性）和两个口语表现因素（语法和词汇）在网络模型中的核心作用。分析表明，神经质与词汇量之间的负向联系、自觉性与词汇量之间的正向联系，以及 L2 知识（词汇量）与 L2 处理（流利性）之间的潜在交互作用之间的联系尤为紧密。研究结果突出表明，有必要根据学习者的不同个性特征制定差异化教学策略。

引用次数: 0

From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement 从成长心态到 L2 学习的积极成果：研究自主动机和参与的中介作用

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-21 DOI: 10.1016/j.system.2024.103519

Yan Jiang , Lili Tian , Nigel Mantou Lou

From a positive psychology perspective, adopting a growth mindset in language learning cultivates positive learning goals and sustains motivational drive. However, the extent to which these motivational benefits translate into tangible language learning outcomes remains controversial. Drawing from the language learning motivational process model, this study investigates the predictive power of growth language mindset on second language (L2) achievement and the mediating role of autonomous motivation and engagement. High-school English language learners in China (n = 486) completed mindset, motivation, and engagement questionnaires, and we retrieved their subsequent English test scores. The results suggested that growth language mindset positively, albeit weakly, predicted subsequent L2 achievement (r = 0.17). Further, autonomous motivation and engagement sequentially mediated the link between growth language mindset and L2 achievement. Engagement also acted as an independent mediator (although this was not the case for autonomous motivation). The study provides theoretical insights into the mechanisms through which growth language mindset can positively impact L2 learning, and identifies practical pedagogical implications for L2 classrooms.

从积极心理学的角度来看，在语言学习中采用成长型思维模式可以培养积极的学习目标，并保持学习动力。然而，这些学习动机的益处能在多大程度上转化为切实的语言学习成果仍存在争议。本研究从语言学习动机过程模型出发，探讨了成长型语言思维模式对第二语言（L2）成绩的预测力，以及自主动机和参与的中介作用。中国的高中英语学习者（n = 486）填写了思维模式、学习动机和参与度问卷，我们还检索了他们随后的英语测试成绩。结果表明，成长型语言思维方式对学习者随后的语言学习成绩有积极的预测作用，尽管作用较弱（r = 0.17）。此外，自主动机和参与在成长型语言思维模式与学习成绩之间起到了连续的中介作用。参与也起到了独立中介的作用（尽管自主动机并非如此）。这项研究为成长型语言思维模式对 L2 学习产生积极影响的机制提供了理论上的见解，并为 L2 课堂确定了实际的教学意义。

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引用次数: 0

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