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Exploring ChatGPT-supported teacher feedback in the EFL context 在英语语言环境中探索由 ChatGPT 支持的教师反馈

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-30 DOI: 10.1016/j.system.2024.103502

Jining Han , Mimi Li

This study investigates the ChatGPT-supported teacher feedback in the Chinese tertiary EFL context and explores an innovative AI-aided writing pedagogy by integrating ChatGPT into teacher writing feedback provisions to alleviate the challenges of teacher feedback in a large class, which were reported in previous research. The participants of this study were four instructors and 102 students from two undergraduate classes in the world language education program. The students completed two writing tasks: an argumentative essay and an expository essay; then, the instructors provided detailed feedback on their essays based on the ChatGPT feedback. Two prompts were provided to ChatGPT after the training: 1) corrective feedback drawing on Ferris's (2006)15 types of common errors and 2) holistic rhetorical feedback. Afterwards, the teachers adapted the ChatGPT feedback and shared the detailed individualized writing feedback with each student. We closely examined the types and features of ChatGPT-supported teacher feedback and how EFL students incorporate this feedback into their writing revisions. The findings indicate that the ChatGPT-supported teacher feedback addressed diverse error categories and included helpful comments on the overall rhetoric. Moreover, the students incorporated more of the feedback into their revisions across tasks, which reflects their deeper engagement with the feedback content. This study notes the importance of an “AI + Teacher” model that leverages the analytical strengths of AI while maintaining essential teacher‒student interactions. This new approach of ChatGPT-supported teacher feedback has great potential in L2 writing feedback provision and will shed novel light on the writing pedagogy with the aid of AIin the digital era.

本研究调查了 ChatGPT 在中国高等院校 EFL 背景下支持教师反馈的情况，并探索了一种创新的人工智能辅助写作教学法，将 ChatGPT 整合到教师写作反馈规定中，以减轻教师在大班反馈中遇到的挑战。本研究的参与者是世界语言教育专业两个本科班的四名教师和 102 名学生。学生们完成了两个写作任务：一篇议论文和一篇说明文；然后，指导教师根据 ChatGPT 的反馈意见对他们的作文提供了详细的反馈。培训结束后，教师为 ChatGPT 提供了两个提示：1）借鉴 Ferris（2006）15 的常见错误类型提供纠正反馈；2）提供整体修辞反馈。之后，教师对 ChatGPT 的反馈进行了调整，并与每位学生分享了详细的个性化写作反馈。我们仔细研究了由 ChatGPT 支持的教师反馈的类型和特点，以及 EFL 学生如何将这些反馈融入他们的写作修改中。研究结果表明，由 ChatGPT 支持的教师反馈涉及不同的错误类别，包括对整体修辞的有益评论。此外，学生们将更多的反馈纳入了他们的修改任务中，这反映了他们对反馈内容的深入参与。这项研究指出了 "人工智能+教师 "模式的重要性，这种模式既能利用人工智能的分析优势，又能保持必要的师生互动。这种由 ChatGPT 支持的教师反馈新方法在提供 L2 写作反馈方面具有巨大潜力，并将为数字时代借助人工智能的写作教学法带来新的启示。

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引用次数: 0

Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning 特定任务的写作焦虑和自我效能感与一般的 L2 写作焦虑和自我效能感是分开的，它们与任务前和任务内计划中书面纠正反馈的效果有着不同的联系

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-30 DOI: 10.1016/j.system.2024.103480

Hyejin An , Shaofeng Li

This study examines the validity of task-specific anxiety and self-efficacy and the joint effects of task-specific and general second language (L2) writing anxiety and self-efficacy on learning gains resulting from different task conditions formed based on two types of written corrective feedback and two types of task planning. 115 high school EFL learners in South Korea were divided into two groups and received either direct correction or metalinguistic feedback on their wrong use of English articles and past tense in their written narratives. After receiving feedback, each of the two large groups was further divided into three subgroups, each performing a second writing task under three conditions: pre-task planning, within-task planning, and no planning. The learners responded to questionnaires that aimed to measure task-specific and L2 general anxiety and self-efficacy. The results demonstrated that task-specific anxiety and self-efficacy were distinct from general L2 writing anxiety and self-efficacy and that they played different roles in L2 development under the different treatment conditions. Specifically, general L2 writing anxiety was a negative predictor of learning gains regardless of learning condition; task-specific anxiety showed a positive effect in metalinguistic explanation + within-task planning but a negative effect in all other task conditions; neither task-specific nor general L2 self-efficacy was a significant predictor of treatment effects. This study demonstrates the importance of investigating task-specific individual difference variables and shows the differential associations between general and task-specific individual difference variables on one hand and different types of task-based instruction on the other.

本研究探讨了特定任务焦虑和自我效能感的有效性，以及特定任务焦虑和自我效能感与一般第二语言（L2）写作焦虑和自我效能感对基于两种书面纠正反馈和两种任务计划形成的不同任务条件下学习效果的共同影响。115名韩国高中EFL学习者被分为两组，就他们在书面叙述中错误使用英语冠词和过去时接受直接纠正或金属语言反馈。接受反馈后，两个大组又被分成三个小组，分别在任务前计划、任务内计划和无计划三种条件下完成第二个写作任务。学习者回答了旨在测量任务特定焦虑和 L2 一般焦虑以及自我效能感的问卷。结果表明，特定任务焦虑和自我效能感不同于一般的 L2 写作焦虑和自我效能感，它们在不同的处理条件下对 L2 的发展起着不同的作用。具体地说，无论学习条件如何，一般的 L2 写作焦虑都是学习收获的负面预测因素；任务特定焦虑在金属语言解释 + 任务内规划中显示出积极作用，但在所有其他任务条件中显示出消极作用；任务特定焦虑和一般 L2 自我效能感都不是治疗效果的显著预测因素。这项研究证明了调查特定任务个体差异变量的重要性，并显示了一般个体差异变量和特定任务个体差异变量与不同类型任务型教学之间的不同关联。

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引用次数: 0

The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments 心理资本在不同语言环境下大学生外语焦虑与学习倦怠关系中的中介作用

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-26 DOI: 10.1016/j.system.2024.103499

Chufeng Gu , Feiyang Jin , Yu Li

Language environments play a crucial role in foreign language learning. Increasing Chinese students choose to attend joint venture colleges where a foreign language is predominantly used. Naturally, the language environment in these institutions differs from that of traditional colleges where Chinese is exclusively used, potentially leading to differences in foreign language anxiety (FLA). However, these differences have not been examined. Although students with higher FLA levels tend to experience heightened learning burnout and reduced psychological capital, a protective factor against the negative impacts of difficulties and challenges, it remains unknown the relationships among these variables in these two types of college students. This study addressed these questions by measuring the FLA levels, learning burnout, and psychological capital of 260 joint venture college students and 267 traditional Chinese college students. Results showed that FLA levels were significantly higher in traditional Chinese college students, psychological capital partially mediated the relationship between FLA and learning burnout in both groups, and school type moderated the path from FLA to psychological capital. These results suggest that psychological capital can mitigate the impact of FLA on learning burnout and these mitigating effects are influenced by language environment. Practical implications for school administrators and instructors are discussed.

语言环境在外语学习中起着至关重要的作用。越来越多的中国学生选择进入以外语为主的合资院校。自然，这些院校的语言环境与只使用中文的传统院校不同，可能导致外语焦虑（FLA）的差异。然而，这些差异尚未得到研究。尽管外语焦虑水平较高的学生往往会经历更高的学习倦怠和更低的心理资本（一种抵御困难和挑战负面影响的保护性因素），但这两类大学生的这些变量之间的关系仍然未知。本研究通过测量 260 名中外合资大学生和 267 名中国传统大学生的 FLA 水平、学习倦怠和心理资本来解决这些问题。结果表明，中国传统大学生的FLA水平明显更高，心理资本在两组大学生的FLA和学习倦怠之间起到了部分中介作用，而学校类型则调节了从FLA到心理资本的路径。这些结果表明，心理资本可以缓解FLA对学习倦怠的影响，而这种缓解作用受到语言环境的影响。本文讨论了对学校管理者和教师的实际意义。

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引用次数: 0

Distinct trajectories of EFL motivation: A self-determination theory perspective EFL 动机的不同轨迹：自我决定理论视角

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-25 DOI: 10.1016/j.system.2024.103441

Jiajing Li , Ronnel B. King , Vivian WY Lee

According to self-determination theory, students who learn English as a foreign language (EFL) can be motivated by autonomous or controlled reasons. These motivations change over time, and students could exhibit distinct motivational trajectories. However, previous studies have mostly adopted cross-sectional designs and overlooked the developmental aspects of motivation. Furthermore, there is little understanding of the key factors associated with students' distinct motivational trajectories. To address these gaps, we used parallel process growth mixture modeling to examine the trajectories of students' autonomous and controlled motivation. Participants were 467 students from four junior secondary schools who were surveyed over the course of a semester. Results revealed three distinct motivational trajectories: “increasing controlled motivation”, “stable motivation”, and “increasing autonomous motivation”. Students whose basic psychological needs were satisfied were more likely to be in the “increasing autonomous motivation” profile. Students across distinct profiles had varying levels of achievement with those in the “increasing autonomous motivation” profile showing the highest levels of achievement, and those in the “increasing controlled motivation” profile having the lowest achievement. This study underscores the significance of nurturing autonomous motivation and supporting students’ basic psychological needs in EFL contexts.

根据自我决定理论，学习英语作为外语（EFL）的学生可能出于自主或受控的原因而产生学习动机。这些动机会随着时间的推移而变化，学生可能会表现出不同的动机轨迹。然而，以往的研究大多采用横断面设计，忽视了学习动机的发展方面。此外，人们对与学生不同的学习动机轨迹相关的关键因素了解甚少。为了弥补这些不足，我们采用平行过程成长混合模型来研究学生自主动机和受控动机的发展轨迹。我们对来自四所初中的 467 名学生进行了为期一个学期的调查。结果显示了三种不同的学习动机轨迹："受控动机不断增强"、"稳定动机 "和 "自主动机不断增强"。基本心理需求得到满足的学生更有可能属于 "自主动机增强型"。不同类型的学生成绩各不相同，其中 "自主动机不断增强 "类型的学生成绩最高，而 "受控动机不断增强 "类型的学生成绩最低。这项研究强调了在英语语言环境中培养自主动机和支持学生基本心理需求的重要性。

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引用次数: 0

Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice 探索英语语言学习者在口语练习中使用人工智能语音评估系统的前景和局限性

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-24 DOI: 10.1016/j.system.2024.103497

Bin Zou , Sara Liviero , Qing Ma , Weilei Zhang , Yiran Du , Peiling Xing

This study explores English as a Foreign Language (EFL) learners' perceptions of the promise and limitations of EAP Talk, an AI-based speech evaluation system, for speaking practice. Using a mixed-methods approach, data were collected from 366 EFL learners across five universities through questionnaires and semi-structured interviews. The findings reveal that EAP Talk significantly enhances speaking skills, including pronunciation, grammar accuracy, idea-organization, read-aloud, and presentation skills. Participants appreciated the convenience, motivational aspects, and institutional efficiency of EAP Talk, which allowed for flexible and autonomous learning. However, several limitations were identified. Issues with the accuracy of voice recognition and score feedback affected learners' confidence in the feedback. The relevance of practice materials to academic courses was another concern, as was the limited detail in the feedback provided by EAP Talk, which often lacked comprehensive explanations and corrective guidance. The absence of feedback on grammar accuracy and speech organization further limited the tool's effectiveness for developing comprehensive speaking proficiency. These findings suggest that while EAP Talk holds significant potential for enhancing language learning, ongoing improvements are necessary to address its limitations. This study contributes to the understanding of how AI tools can support EFL learners for speaking practice.

本研究探讨了英语作为外语（EFL）的学习者对基于人工智能的语音评估系统 EAP Talk 在口语练习中的前景和局限性的看法。研究采用混合方法，通过问卷调查和半结构式访谈收集了五所大学 366 名英语为外语的学习者的数据。研究结果表明，EAP Talk 显著提高了口语技能，包括发音、语法准确性、思路组织、朗读和演讲技能。学员们对 EAP Talk 的便利性、激励性和机构效率表示赞赏，认为它可以实现灵活自主的学习。但也发现了一些局限性。语音识别和分数反馈的准确性问题影响了学员对反馈的信心。练习材料与学术课程的相关性是另一个令人担忧的问题，EAP Talk 提供的反馈细节有限，往往缺乏全面的解释和纠正指导。缺乏语法准确性和语言组织方面的反馈进一步限制了该工具在培养综合口语能力方面的有效性。这些研究结果表明，尽管 EAP Talk 在提高语言学习方面具有巨大潜力，但仍需不断改进以解决其局限性。本研究有助于了解人工智能工具如何支持 EFL 学习者进行口语练习。

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引用次数: 0

Artificial Intelligence in L2 learning: A meta-analysis of contextual, instructional, and social-emotional moderators L2 学习中的人工智能：对情境、教学和社会情感调节因素的元分析

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-23 DOI: 10.1016/j.system.2024.103498

Xiu-Yi Wu

This study conducts a comprehensive meta-analysis to examine the effectiveness of artificial intelligence (AI) interventions in language learning and to explore the moderating effects of various contextual, instructional, and social-emotional factors. By synthesizing data from 49 studies comprising 79 reports, the analysis reveals that AI interventions have a significant positive impact on language learning outcomes. The study identifies several key moderators influencing AI effectiveness, including the learning environment, intervention duration, educational level, participants’ age, sample size, language skills targeted, interactivity types, and feedback sources. The findings indicate that online and blended learning environments, medium-duration interventions (6 weeks–6 months), higher education settings, and young adult learners show the highest effectiveness. Additionally, AI interventions are most effective in enhancing listening and speaking skills, with significant benefits also observed for writing and vocabulary acquisition. Social-emotional factors such as motivation, anxiety reduction, and willingness to communicate are positively influenced by AI, though engagement and satisfaction exhibit variability. The study underscores the importance of personalized and adaptive AI tools, leveraging both automated and human feedback to maximize learning outcomes. These insights contribute to the growing body of literature on AI in education, offering guidance for optimizing AI-enhanced educational tools to support diverse learners effectively. Future research should further investigate individual differences among learners to tailor AI interventions more precisely and enhance their educational impact.

本研究对人工智能（AI）干预措施在语言学习中的有效性进行了全面的荟萃分析，并探讨了各种情境、教学和社会情感因素的调节作用。通过对包含 79 份报告的 49 项研究的数据进行综合分析，分析结果表明，人工智能干预措施对语言学习效果有显著的积极影响。研究确定了影响人工智能效果的几个关键调节因素，包括学习环境、干预持续时间、教育水平、参与者年龄、样本大小、目标语言技能、互动类型和反馈来源。研究结果表明，在线和混合式学习环境、中等持续时间的干预（6 周至 6 个月）、高等教育环境和年轻的成人学习者显示出最高的有效性。此外，人工智能干预在提高听力和口语技能方面最为有效，在写作和词汇掌握方面也有显著效果。虽然参与度和满意度存在差异，但人工智能对动机、焦虑减少和交流意愿等社会情感因素产生了积极影响。这项研究强调了个性化和自适应人工智能工具的重要性，利用自动和人工反馈最大限度地提高学习效果。这些见解为越来越多的人工智能教育文献做出了贡献，为优化人工智能增强型教育工具提供了指导，从而有效地支持不同的学习者。未来的研究应进一步调查学习者之间的个体差异，以便更精确地定制人工智能干预措施，增强其教育效果。

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引用次数: 0

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-21 DOI: 10.1016/j.system.2024.103492

Lixiang Gao

引用次数: 0

Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate 为汉语作为遗产语言的年轻学习者的口语表现建模：第二语言胆量、动机强度和交流意愿的相互作用

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-20 DOI: 10.1016/j.system.2024.103490

Peijian Paul Sun , Jiayi Zhang , Xian Zhao

Despite the growing attention to non-cognitive factors and their effects explored in studies inspired by Positive Psychology, there remains a scarcity of research examining how these factors impact young heritage learners’ language development in Chinese as a Heritage Language (CHL) learning, weakening the generalization of prior findings. Given the importance of speaking ability in developing communication skills and fostering language proficiency, this study investigates the interplay effects of L2 grit, motivational intensity, and willingness to communicate (WTC) on the L2 speaking performance among young CHL learners (N = 383), employing structural equation modeling (SEM). The findings indicate that 1) L2 grit, which encompasses perseverance of effort (PE) and consistency of interest (CI), significantly and positively predicts motivational intensity; 2) PE and WTC are direct predictors of speaking performance, whereas CI is not a direct predictor; 3) CI indirectly predicts speaking performance through the mediation of WTC; and 4) both PE and CI can positively predict speaking performance through the serial mediation of motivational intensity and WTC. The research concludes by presenting its implications for CHL educators and instructors in designing tailored approaches to enhancing young learners’ speaking skills within the framework of heritage language and beyond.

尽管在积极心理学的启发下，越来越多的研究开始关注非认知因素及其影响，但仍然很少有研究探讨这些因素如何影响年轻传承学习者在汉语作为遗产语言（CHL）学习中的语言发展，这削弱了以往研究结果的普遍性。鉴于口语能力在发展交际技能和培养语言能力方面的重要性，本研究采用结构方程建模（SEM）方法，探讨了第二语言胆量（L2 grit）、动机强度（motivational intensity）和交际意愿（willingness to communicate, WTC）对年轻传承汉语学习者（人数=383）第二语言口语表现的相互影响。研究结果表明：1）包括努力毅力（PE）和兴趣一致性（CI）的语言学习毅力能显著正向预测动机强度；2）PE 和 WTC 是口语成绩的直接预测因素，而 CI 不是直接预测因素；3）CI 通过 WTC 的中介作用间接预测口语成绩；4）PE 和 CI 都能通过动机强度和 WTC 的序列中介作用正向预测口语成绩。最后，本研究阐述了其对中国语言教育者和指导者的启示，即在传承语言及其他语言的框架内，设计有针对性的方法来提高年轻学习者的口语技能。

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引用次数: 0

The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners 分块阅读策略训练对母语为日语的英语学习者单词分块能力的影响

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-20 DOI: 10.1016/j.system.2024.103495

Takumi Kosaka

The Chunk-and-Pass model posits that language acquisition involves learning to effectively chunk linguistic input, thereby recoding it into larger linguistic sequences, such as from words to phrases, to form more abstract representations. This quasi-experimental study investigates the impact of Chunk Reading Strategy Training (CRST) on enhancing the word chunking skills of low-proficiency Japanese English learners. In the CRST intervention, English sentences were segmented into smaller units—each grammatically and semantically meaningful—and presented on a computer screen one chunk at a time. Using a pre-posttest design, 29 Japanese secondary school students underwent the CRST intervention (treatment group), while 21 students received block-format reading training (control group) in 10 sessions of 15–20 min each. Results from a self-paced reading task showed that the treatment group significantly improved their word chunking skills in the posttest, whereas the control group did not. These findings suggest that CRST has the potential to enhance word chunking skills among Japanese English learners and shed light on the pedagogical implications of the Chunk-and-Pass model.

分块-传递模式认为，语言习得包括学习有效地对语言输入进行分块，从而将其重新编码为更大的语言序列，如从单词到短语，以形成更抽象的表征。本准实验研究调查了 "分块阅读策略训练"（CRST）对提高低水平日语英语学习者的单词分块能力的影响。在 CRST 干预中，英语句子被分割成更小的单元--每个单元都有语法和语义上的意义，并在计算机屏幕上一次显示一个词块。采用前测-后测设计，29 名日本中学生接受了 CRST 干预（治疗组），21 名学生接受了块格式阅读训练（对照组），共 10 次，每次 15-20 分钟。自定进度阅读任务的结果表明，治疗组学生在后测试中的单词分块能力明显提高，而对照组学生则没有提高。这些研究结果表明，CRST 有可能提高日本英语学习者的单词分块能力，并揭示了 "分块-通读 "模式的教学意义。

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引用次数: 0

A narrative inquiry into EFL tutors’ career trajectories through social cognitive career theory 通过社会认知职业理论对英语教师职业轨迹的叙事研究

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-09-20 DOI: 10.1016/j.system.2024.103489

Bin Hua, Kevin Wai Ho Yung

Despite the prevalence of English private tutoring (EPT) in EFL contexts, scant literature has focused on its tutors’ career experiences. This narrative study, underpinned by social cognitive career theory (SCCT), inquiries into the career trajectories of three EFL tutors in Mainland China. Data were mainly collected through three rounds of narrative interviews. Tutors’ photos representing significant career moments supplemented the interview data. Based on their narratives, these participants experienced ‘zigzag’ career trajectories that featured frequent turnovers, lengthy work gaps, and identity shifts from institutional tutors to start-up owners. Informed by SCCT, this study unveils that tutors’ career trajectories were shaped by their self-efficacy beliefs associated with personal attributes and prior experiences. Tutors’ trajectories were also shaped by their outcome expectations from material and social perspectives, and contextual influences, including personal opportunities and barriers, institutional management, and socio-political factors like the ongoing ‘Double Reduction’ policy. These findings are discussed in order to inform other tutors to visualize and organize their career development within the context of policy constraints and, furthermore, offer implications for tutorial institutions to retain tutors for instructional consistency. This inquiry also demonstrates the potential to apply the SCCT model to understanding teachers’ career development in the ‘shadow education’ context.

尽管英语家教（EPT）在英语为母语（EFL）的环境中非常普遍，但很少有文献关注其家教的职业经历。本叙事研究以社会认知职业理论（SCCT）为基础，探究了中国大陆三位英语家教的职业轨迹。数据主要通过三轮叙事访谈收集。作为访谈数据的补充，讲师们还提供了代表其职业生涯重要时刻的照片。根据他们的叙述，这些参与者经历了 "之 "字形的职业轨迹，其中包括频繁的人员流动、漫长的工作间隙，以及从机构讲师到企业主的身份转变。在 SCCT 的启发下，本研究揭示了辅导员的职业轨迹是由他们与个人特质和以往经验相关的自我效能信念所决定的。辅导员的职业轨迹还受到他们从物质和社会角度对结果的期望以及环境影响的影响，包括个人机遇和障碍、机构管理以及社会政治因素（如正在实施的 "双减 "政策）。对这些研究结果的讨论旨在为其他辅导员提供信息，使他们能够在政策限制的背景下直观地安排自己的职业发展，并为辅导机构留住辅导员以保持教学的连贯性提供启示。这项研究还展示了将 SCCT 模型应用于了解 "影子教育 "背景下教师职业发展的潜力。

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引用次数: 0