IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-20 DOI: 10.1016/j.system.2025.103962

Derya Tuzcu-Eken , Ayşen Tuzcu

Traditional word lists have long served as a foundational technique in vocabulary learning, yet recent advancements in language learning technologies have offered alternative approaches, such as multimedia apps, that aim to enhance learner engagement and retention. In light of these technological advancements, the present quasi-experimental study investigates the effectiveness of a multimedia app in learning technical vocabulary compared to traditional word lists. The study involved 56 low-proficiency L2 English learners majoring in computer programming at a university in Turkey. The study had a within-participant design, and these learners learned a set of technical words related to computer programming using a word list (learning phase 1) and the WordUp app (learning phase 2). Vocabulary learning gains were measured using a vocabulary posttest administered immediately after each learning phase and again five weeks later. In addition to test results, students' (n = 10) perceptions of both learning techniques were gathered through semi-structured interviews. The results indicated that the use of the multimedia app led to greater gains in both immediate and delayed vocabulary posttests compared to the use of a word list, and students responded favorably to its use for vocabulary learning. However, the findings also revealed certain limitations and areas for improvement in the app's design and its alignment with technical vocabulary learning needs, which should be considered in the use and development of multimedia vocabulary learning applications.

长期以来，传统的单词表一直是词汇学习的基础技术，但最近语言学习技术的进步提供了其他方法，如多媒体应用程序，旨在提高学习者的参与度和记忆力。鉴于这些技术进步，本准实验研究调查了多媒体应用程序在学习技术词汇方面的有效性，并与传统单词列表进行了比较。这项研究涉及56名在土耳其一所大学主修计算机编程的低水平第二语言英语学习者。该研究采用了参与者内部设计，这些学习者使用单词列表（学习阶段1）和WordUp应用程序（学习阶段2）学习了一组与计算机编程相关的技术单词。词汇学习的收获是通过每个学习阶段后立即进行的词汇后测和五周后再次进行的词汇后测来衡量的。除了测试结果外，通过半结构化访谈收集了学生（n = 10）对两种学习方法的看法。结果表明，与使用单词表相比，使用多媒体应用程序在即时和延迟词汇后测中都有更大的收获，学生对使用多媒体应用程序进行词汇学习反应良好。然而，研究结果也揭示了应用程序的设计和与技术词汇学习需求的一致性方面的某些局限性和改进领域，这在多媒体词汇学习应用程序的使用和开发中应该考虑到。

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引用次数: 0

A typology of metalinguistic feedback 元语言反馈的一种类型

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-20 DOI: 10.1016/j.system.2025.103956

Mari Wærner Wesenberg

Metalinguistic feedback has attracted considerable attention from researchers investigating the effectiveness of different feedback types, but experimental studies have yielded inconclusive results. One possible but little discussed reason is that, while mainly treated as a uniform category, metalinguistic information provided in such studies has been operationalized inconsistently. Authentic metalinguistic feedback provided by teachers has also proved to vary considerably in nature, demonstrating a need for a more fine-grained analytical framework. The article presents a suggestion for a typology of metalinguistic feedback, based on naturalistic data from teachers of L2 English and L3 Spanish. The typology considers the informativeness of feedback and how it is formulated, and it consists of two dimensions: the tools and the metalanguage teachers employ when providing metalinguistic information. The hope is that it can be of use both in future research on this specific feedback type and as a “toolbox” for practitioners.

元语言反馈引起了研究不同反馈类型有效性的研究者的极大关注，但实验研究没有得出决定性的结果。一个可能但很少被讨论的原因是，虽然这些研究中提供的元语言信息主要被视为一个统一的类别，但它们的操作方式并不一致。教师提供的真实元语言反馈也被证明在性质上差异很大，这表明需要一个更细粒度的分析框架。本文基于二语和三语教师的自然主义数据，提出了元语言反馈的类型学建议。该类型学考虑反馈的信息性及其表述方式，它包括两个维度：教师在提供元语言信息时使用的工具和元语言。希望它可以在未来对这种特定反馈类型的研究中使用，并作为从业者的“工具箱”。

引用次数: 0

Modeling relationships among frequency, salience, lexical diversity and rated L2 writing quality: An SEM approach 频率、显著性、词汇多样性和二语写作质量之间的关系建模：一种SEM方法

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-19 DOI: 10.1016/j.system.2025.103958

Hang Li , Rui Zheng

Using structural equation modeling, this study examined how word frequency and salience, two key factors in usage-based accounts of language acquisition, predicted rated second language writing quality, explored their interrelationship, and tested their mediating roles in the relationship between lexical diversity and writing scores. A corpus of 578 English argumentative essays written by college-level Asian English learners was analyzed to derive observed indicators from natural language processing tools. Three latent constructs were modeled, namely word frequency, salience, and lexical diversity. The full model showed excellent fit and explained 36.8 % of the variance in writing quality. Word frequency had a significant negative effect (β = −0.504, p < 0.001) and salience a significant positive effect (β = 0.462, p < 0.001). The correlation between frequency and salience was weak (r = 0.332) in the model including only these two predictors and writing quality, suggesting that they capture distinct aspects of lexical knowledge. Additionally, frequency and salience were found to fully mediate the relationship between lexical diversity and L2 writing quality, indicating that high-quality second language writing tended to feature a diverse range of low-frequency words with weak salient associations. Implications for evaluating lexical features in L2 writing and for pedagogical practice are discussed.

本研究采用结构方程模型，考察了基于使用的语言习得中的两个关键因素词频和显著性如何预测第二语言写作质量，探讨了它们之间的相互关系，并检验了它们在词汇多样性和写作分数之间的中介作用。我们分析了578篇大学水平的亚洲英语学习者的英语议论文，以从自然语言处理工具中获得观察到的指标。三个潜在构念被建模，即词频、显著性和词汇多样性。完整的模型显示出极好的拟合，并解释了36.8%的写作质量差异。词频具有显著的负向效应（β = - 0.504, p < 0.001），显著性具有显著的正向效应（β = 0.462, p < 0.001）。在只包括这两个预测因子和写作质量的模型中，频率和显著性之间的相关性很弱（r = 0.332），这表明它们捕获了词汇知识的不同方面。此外，频率和显著性在词汇多样性和二语写作质量之间起着完全中介作用，这表明高质量的二语写作往往具有不同范围的低频词汇和弱显著关联。本文讨论了二语写作中词汇特征评价和教学实践的意义。

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引用次数: 0

The interplay between corrective feedback timing, task complexity and working memory in L2 development 二语发展中纠正反馈时间、任务复杂性和工作记忆的相互作用

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-17 DOI: 10.1016/j.system.2025.103955

Ehsan Rassaei

Although previous research has examined various factors influencing the processing of corrective feedback (CF) in language classrooms, the interaction among factors contributing to its cognitive and processing demands remains underexplored. To address this gap, the present study investigated the effects of task complexity as a task feature, CF timing as a task condition, and working memory (WM) as an individual cognitive ability on the effectiveness of CF. Participants were 137 EFL learners assigned to four treatment conditions (varying by CF timing and task complexity) and two comparison groups. Language development was assessed using two measures at three time points, and WM was measured using the Operation Span task. Mixed-effects regression modelling indicated that both immediate and delayed CF facilitated L2 development, with delayed feedback showing a relative advantage. Task complexity significantly influenced CF effectiveness, with immediate CF proving less effective in complex tasks. Results also revealed significant interactions between CF timing and WM, and a three-way interaction involving CF timing, task complexity, and WM. Findings suggest WM moderates the effectiveness of immediate CF when task demands are high. Overall, the results highlight that the moderating effects of CF timing depend on task features and individual learner differences.

虽然以往的研究已经考察了影响语言课堂纠正反馈加工的各种因素，但对其认知需求和加工需求的影响因素之间的相互作用尚未得到充分的探讨。为了解决这一差距，本研究调查了作为任务特征的任务复杂性，作为任务条件的CF时机，以及作为个人认知能力的工作记忆（WM）对CF有效性的影响。参与者是137名EFL学习者，被分配到四种治疗条件（根据CF时机和任务复杂性而变化）和两个对照组。语言发展在三个时间点使用两种测量方法进行评估，WM使用操作跨度任务进行测量。混合效应回归模型表明，即时和延迟的CF都促进了第二语言的发展，延迟反馈显示出相对优势。任务复杂性显著影响CF有效性，即时CF在复杂任务中的效果较差。结果还揭示了CF时间与WM之间的显著交互作用，以及CF时间、任务复杂性和WM之间的三方交互作用。研究结果表明，当任务要求高时，WM会调节即时CF的有效性。总体而言，研究结果表明，学习时间的调节作用取决于任务特征和学习者个体差异。

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引用次数: 0

Lexical stress saliency perception and categorization: A mixed-methods study of comprehensibility raters with diverse L1 phonological systems 词汇重音显着感知与分类：不同母语语音系统可理解性评分者的混合方法研究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-15 DOI: 10.1016/j.system.2025.103953

Mutleb Alnafisah

It is well established in rater-mediated assessment literature that raters' backgrounds can have a direct impact on how they evaluate second language speech. However, in scoring comprehensibility (ease of understanding), the saliency of lexical stress to raters from typologically different first language (L1) stress systems and their sensitivity to various stress categories in spontaneous speech is understudied. This study considered three groups of experienced raters: stress-based language (Arabic L1 raters), non-stress tonal language (Mandarin L1 raters), and English L1 raters. Following Isaacs and Trofimovich’s (2012) framework, the saliency of lexical stress among linguistic features was examined, and the English Word Stress Error Gravity Hierarchy (Ghosh & Levis, 2021) was employed to explore raters' potential differential sensitivity to various stress error categories. Raters assessed 114 samples obtained from two speaking tasks and provided written reports. Findings showed that raters, to a good extent, uniformly reacted to measures of lexical stress features, and no indication of a first-language-stress-system effect was found. Additionally, lexical stress was fairly salient to raters, especially Mandarin L1 and English L1 raters, as it was reported in 50 % of the reports. However, inspection of raters' profiles revealed that low phonetic literacy and high familiarity with L2 speech may have underestimated this saliency. Lastly, this study suggests that lexical stress, particularly when combined with vowel qualities, may be among the perceptually salient features influencing interaction and should be further examined in assessments that account for differences in listeners' linguistic training and exposure to global Englishes.

在评分者介导的评估文献中，评分者的背景对他们如何评价第二语言言语有直接的影响。然而，在可理解性（易理解性）评分中，词汇重音对来自不同类型的母语重音系统的评分者的显著性以及他们在自发言语中对各种重音类别的敏感性尚未得到充分研究。本研究考虑了三组有经验的评分者：基于重音的语言（阿拉伯语L1评分者）、非重音语调的语言（普通话L1评分者）和英语L1评分者。按照Isaacs和Trofimovich（2012）的框架，研究了词汇重音在语言特征中的显著性，并采用英语单词重音错误重力层次（Ghosh & Levis, 2021）来探索评分者对各种重音错误类别的潜在差异敏感性。评分者评估了从两个口语任务中获得的114个样本，并提供了书面报告。研究结果表明，评分者在很大程度上对词汇重音特征的测量反应一致，没有发现母语重音系统影响的迹象。此外，词汇重音对评分者来说是相当显著的，尤其是普通话L1和英语L1评分者，50%的报告报告了这一点。然而，对评分者档案的检查显示，低语音读写能力和对第二语言的高度熟悉可能低估了这种显著性。最后，这项研究表明，词汇重音，特别是当与元音质量结合时，可能是影响互动的感知显著特征之一，应该在考虑听者语言训练和接触全球英语差异的评估中进一步研究。

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引用次数: 0

Teaching Chinese characters in CFL education: Beliefs, practices, and contextual influences 对外汉语教学中的汉字教学：信仰、实践与语境影响

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-11 DOI: 10.1016/j.system.2025.103954

Jinghan Yu , Jo Fletcher , John Everatt , Chris Astall

Reading provides a fundamental skill in modern language learning. Hence, the teaching of Chinese characters can be considered a key part of learning Chinese, both for first language acquisition and in Chinese as a Foreign Language (CFL) education. This study explores CFL teachers' beliefs and practices regarding Chinese character instruction. Online teaching has also developed as a key feature of modern language learning. Therefore, the current study focuses on the perceptions of online CFL teachers. However, it contrasts these perceptions with those of university CFL teachers and pre-service CFL teachers. Interviews were used to gain an understanding of the views of CFL teachers. Thematic analysis suggested all CFL teachers perceived learning Chinese characters as essential for language development, advocating its early introduction, but the three groups of teachers differed in their pedagogical decisions. Compared to university CFL teachers, online CFL Teachers were more student-centred and employed a relatively simplified teaching model, emphasizing recognition over decoding. Their instructional choices seemed to be influenced by online settings and digital tool availability, which lead them to adopt typing in place of handwriting. University-based CFL teachers emphasized recognizing handwriting over typing to support recognition and used decoding strategies to support learning and Chinese character proficiency. The pre-service teachers’ self-reports also varied from online CFL teachers suggesting varying perspectives may not be due to experience prior to teaching in an online context. The findings argue for the need to prepare future CFL teachers for varied contexts of practice, including online.

阅读是现代语言学习的一项基本技能。因此，汉字教学可以被认为是学习汉语的关键部分，无论是第一语言习得还是对外汉语（CFL）教育。本研究探讨对外汉语教学教师对汉字教学的信念与实践。在线教学也成为现代语言学习的一个重要特征。因此，本研究的重点是在线汉语教学教师的认知。然而，这与大学外语教师和职前外语教师的看法形成了对比。访谈的目的是了解外语教师的观点。主题分析表明，所有汉语教师都认为学习汉字对语言发展至关重要，主张尽早引入汉字，但三组教师在教学决策上存在差异。与大学外语教师相比，网络外语教师更以学生为中心，采用相对简化的教学模式，强调识别而不是解码。他们的教学选择似乎受到在线设置和数字工具可用性的影响，这导致他们采用打字代替手写。以大学为基地的汉语教学教师强调识别笔迹而不是打字来支持识别，并使用解码策略来支持学习和汉字熟练程度。职前教师的自我报告也与在线CFL教师不同，这表明不同的观点可能不是由于在在线环境中教学之前的经验。研究结果表明，未来的CFL教师需要为各种实践环境做好准备，包括在线教学。

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引用次数: 0

From positive psychology to existential positive psychology (EPP): New directions for theory, research, and practice 从积极心理学到存在积极心理学：理论、研究和实践的新方向

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-10 DOI: 10.1016/j.system.2025.103928

Ali Derakhshan , Peter MacIntyre

For years, research on psychology was dominated by negative emotions and stressors in life and academia. However, with the second wave of positive psychology (PP) and the emergence of existential positive psychology (EPP), an approach of polarity highlighting both positive and negative emotions came into vogue in educational psychology. The literature on EPP in second/foreign language (L2) education is in its initial stages and requires more research. To shed light on the importance of moving from PP to EPP, the present conceptual study makes an effort to explain the theoretical basis of EPP and how it can be incorporated into theory, research, and practice in L2 education contexts. The definitions, models, waves, theories, and future directions are eloquently explicated in this theoretical study. It is also suggested that EPP can make several contributions to the theory, research, and practice of L2 education. Theoretically, EPP informs PP, L2 identity, and motivation theories and models, especially in the age of anthropogenic changes. Practically, our conceptual paper assists L2 teachers and learners in the detection and regulation of existential challenges and the all-too common negativities in the L2 learning process. In terms of research, a list of uncharted territories pertaining to Artificial Intelligence (AI), monomodal and multimodal AI technologies, complex dynamic system theory, and the ecological perspective of EPP themes is provided. Our paper advances research and understanding of EPP as a bridge toward cultivating growth and well-being among L2 educators through life adversities.

多年来，心理学研究一直被生活和学术中的负面情绪和压力因素所主导。然而，随着第二波积极心理学的兴起和存在积极心理学的出现，一种强调积极情绪和消极情绪的极性研究在教育心理学中流行起来。关于第二语言/外语（L2）教育中EPP的研究尚处于起步阶段，需要更多的研究。为了阐明从PP向EPP转变的重要性，本概念研究试图解释EPP的理论基础，以及如何将其纳入第二语言教育背景下的理论、研究和实践。在本理论研究中，对定义、模型、波动、理论和未来方向进行了雄辩的阐述。EPP对第二语言教育的理论、研究和实践都有一定的贡献。从理论上讲，EPP为PP、第二语言认同和动机理论和模型提供了信息，尤其是在人为变化时代。实际上，我们的概念性论文帮助第二语言教师和学习者发现和调节第二语言学习过程中存在的挑战和常见的消极因素。在研究方面，提供了有关人工智能（AI），单模态和多模态AI技术，复杂动态系统理论以及EPP主题的生态视角的未知领域列表。我们的论文推进了EPP作为第二语言教育者在生活逆境中培养成长和幸福的桥梁的研究和理解。

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引用次数: 0

Strategic use of digital dictionaries in L2 reading: A multimodal analysis of eye-tracking, lookup logs, and learner awareness 数字词典在二语阅读中的策略性使用：眼动追踪、查找日志和学习者意识的多模态分析

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-09 DOI: 10.1016/j.system.2025.103934

You-Hsuan Chang , Tzu-Chien Liu

This study investigated effective dictionary use strategies in second language (L2) reading by comparing the behaviors of high- and low-performance readers (N = 73) using computer-mediated dictionaries. A multimodal dataset was collected, integrating eye-tracking, dictionary lookup logs, a self-report instrument called the Lookup Strategy Scale, and semi-structured interviews, to examine both observable behaviors and learners' awareness of their strategy use. Results showed that high-performance readers displayed more strategic behaviors when selecting dictionary information, such as the simplification strategy, which was associated with better comprehension. Semi-structured interviews enriched the findings by revealing learners’ reasoning behind strategy use and meaning selection. Discrepancies between self-reported and actual strategy use were also observed, indicating limited metacognitive awareness among lower-performance learners. The results inform the design of targeted instructional interventions that reflect actual learner behavior and promote strategic dictionary use in digital reading environments.

本研究通过比较73名高水平和低水平读者使用计算机媒介词典的行为，探讨了二语阅读中有效的词典使用策略。收集了一个多模式数据集，整合了眼动追踪、字典查找日志、称为查找策略量表的自我报告工具和半结构化访谈，以检查可观察的行为和学习者对策略使用的意识。结果表明，高性能读者在选择词典信息时表现出更多的策略行为，如简化策略，这与更好的理解有关。半结构化访谈通过揭示学习者在策略使用和意义选择背后的推理，丰富了研究结果。自我报告和实际策略使用之间的差异也被观察到，表明低绩效学习者的元认知意识有限。研究结果为有针对性的教学干预措施的设计提供了信息，这些干预措施反映了实际的学习者行为，并促进了数字阅读环境中战略性词典的使用。

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引用次数: 0

Decolonizing ELT practices and policies in higher education: The cases of Mexico and Colombia 高等教育中非殖民化的英语教学实践和政策：墨西哥和哥伦比亚的案例

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-08 DOI: 10.1016/j.system.2025.103935

Norbella Miranda , José Aldemar Álvarez Valencia , Maritza M. Martínez-Sánchez , Gloria J. Ronzon-Montiel , Sonia Morán Panero , Will Baker

English language teaching (ELT) has traditionally been influenced by hegemonic worldviews and standardized practices stemming from the Global North that perpetuate the subaltern position of local actors, their knowledges, languages, and practices. In response to this, teachers find a way to resist and subvert colonial discourses to reconfigure English language policies and the classroom space. This study focused on the role of participants' actions and views in decolonizing ELT. It addresses the research question: What pedagogical orientations, policies, and practices are found to be successful in decolonizing English in ELT within and across the contexts of Colombia and Mexico? Part of a broader multisite international case-study, the report focuses on Southwestern University (Colombia) and the Intercultural University (Mexico). Data were collected through classroom observations and interviews with teachers, administrators, and students. Findings reveal similar decolonial pedagogical practices, including translanguaging and the design and adaptation of teaching materials to facilitate understanding, establish rapport, and strengthen students’ identities. Regarding language policies, both universities seek for the recognition of some local languages and the promotion of other additional languages from a decolonial perspective. Overall, teachers engage with contextual factors and transform the classroom into an inclusive space.

传统上，英语教学受到霸权世界观和源自全球北方的标准化做法的影响，这些观点和做法使当地参与者、他们的知识、语言和实践的次等地位永久化。针对这种情况，教师们找到了一种抵抗和颠覆殖民话语的方式来重新配置英语语言政策和课堂空间。本研究的重点是参与者的行动和观点在非殖民化英语教学中的作用。它解决了研究问题：在哥伦比亚和墨西哥的背景下，什么样的教学方向、政策和实践在英语教学中的非殖民化中是成功的？作为更广泛的多地点国际案例研究的一部分，该报告侧重于西南大学（哥伦比亚）和跨文化大学（墨西哥）。通过课堂观察和对教师、管理人员和学生的访谈收集数据。研究结果揭示了类似的非殖民化教学实践，包括翻译语言和设计和改编教材，以促进理解，建立融洽关系，加强学生的身份认同。关于语言政策，两所大学都寻求承认一些当地语言，并从非殖民化的角度促进其他语言。总体而言，教师参与情境因素，将课堂转变为一个包容的空间。

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引用次数: 0

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-12-05 DOI: 10.1016/j.system.2025.103943

Ge Xu, Xuesong(Andy) Gao

引用次数: 0

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