IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

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

Hongwen Cai, Qian Yu

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

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

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引用次数: 0

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

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

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

Ka Yan Lam, Elsa Wahyuni Putri

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

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

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引用次数: 0

The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence 不同会话生成式人工智能聊天机器人对 EFL 学习者的影响：对交流意愿、外语口语焦虑和自我认知交际能力的分析

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

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