Pub Date : 2025-12-04DOI: 10.1016/j.system.2025.103942
Ying Xiong , Suresh Canagarajah
Studies on L2 investment among immigrant women have shown their agency while also revealing how unequal power dynamics and marginalized identity markers can hinder language learning. Less researched in this line of study, however, is the potential and generative strengths of the intersectional identities and vulnerabilities of the less privileged. Drawing on the model of investment and Bourdieu's concept of capital, this narrative case study focuses on the lived experiences of a transnational Chinese single mother of three children who rebuilds her life through L2 learning in the US. The data sources mainly consist of multiple narrative interviews, reflection journals, social media posts, and other relevant artifacts. Our study shows that although her migrant single mother identity brings many challenges to her L2 learning and academic studies, it also creates new opportunities and resources for learning and communication. We argue that as a nonelite and non-material form of capital, motherhood capital adds to the scholarship on L2 investment, and that dispositions developed in contexts of vulnerability and marginalization can themselves play a resistant and empowering role in the L2 investment of underrepresented learners.
{"title":"Motherhood as capital: Rethinking L2 investment through vulnerability","authors":"Ying Xiong , Suresh Canagarajah","doi":"10.1016/j.system.2025.103942","DOIUrl":"10.1016/j.system.2025.103942","url":null,"abstract":"<div><div>Studies on L2 investment among immigrant women have shown their agency while also revealing how unequal power dynamics and marginalized identity markers can hinder language learning. Less researched in this line of study, however, is the potential and generative strengths of the intersectional identities and vulnerabilities of the less privileged. Drawing on the model of investment and Bourdieu's concept of capital, this narrative case study focuses on the lived experiences of a transnational Chinese single mother of three children who rebuilds her life through L2 learning in the US. The data sources mainly consist of multiple narrative interviews, reflection journals, social media posts, and other relevant artifacts. Our study shows that although her migrant single mother identity brings many challenges to her L2 learning and academic studies, it also creates new opportunities and resources for learning and communication. We argue that as a nonelite and non-material form of capital, <em>motherhood capital</em> adds to the scholarship on L2 investment, and that dispositions developed in contexts of vulnerability and marginalization can themselves play a resistant and empowering role in the L2 investment of underrepresented learners.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103942"},"PeriodicalIF":5.6,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145748410","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}
Pub Date : 2025-12-04DOI: 10.1016/j.system.2025.103939
Wenrui Zhang
{"title":"Corrigendum to “The impact of AI chatbots on EFL learners’ oral proficiency and willingness to communicate” [System 136 (2026) 103919]","authors":"Wenrui Zhang","doi":"10.1016/j.system.2025.103939","DOIUrl":"10.1016/j.system.2025.103939","url":null,"abstract":"","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103939"},"PeriodicalIF":5.6,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736781","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}
Pub Date : 2025-12-03DOI: 10.1016/j.system.2025.103914
Simin Ren, Paul Seedhouse
Extensive research on next speaker selection in L2 classrooms has predominantly examined teacher-initiated nominations (e.g., Mortensen, 2008; Lauzon & Berger, 2015) or student self-selection under teacher coordination (Waring, 2011). This study shifts the focus to how L2 Chinese learners accomplish learner-initiated self-selection in a real-world, technology-mediated environment without teacher presence or institutional scaffolding. Building on Sacks et al. (1974), we reconceptualise learner-initiated self-selection as an interactional trajectory – a sequentially and multimodally achieved process, rather than a competitive act of floor-taking.
Using Multimodal Conversation Analysis (CA), we examine interactions in the Chinese Digital Kitchen (CDK), a task-based language learning environment where 72 beginner-to-advanced L2 Chinese learners cooked authentic recipes using the Linguacuisine App (Seedhouse et al., 2019). The app provided video, audio, image, and text instructions, but learners received minimal guidance and no teacher support. Analysis of the cooking sessions identifies four recurrent trajectories of learner-initiated self-selection: knowledge-display, sequential-organisation, technology-mediated opportunity, and embodied. These trajectories are not mutually exclusive but form overlapping pathways through which learners coordinate turns, manage task progression, and negotiate epistemic and procedural alignment.
Theoretically, this study contributes to CA-for-SLA by reframing self-selection as a distributed, multimodal accomplishment shaped by technological and material affordances rather than institutional regulation. It extends CA-for-SLA into non-institutional, real-world environments, showing how learners mobilise verbal, embodied, and digital resources to self-organise participation and task completion. These findings offer portable analytic categories for examining learner-initiated interaction in informal, teacher-absent, technology-mediated L2 task, and inform the design of multimodal, learner-directed learning environment.
{"title":"Learner-initiated self-selection as a next speaker in a technology-mediated L2 learning environment: A multimodal conversation analytic perspective","authors":"Simin Ren, Paul Seedhouse","doi":"10.1016/j.system.2025.103914","DOIUrl":"10.1016/j.system.2025.103914","url":null,"abstract":"<div><div>Extensive research on next speaker selection in L2 classrooms has predominantly examined teacher-initiated nominations (e.g., Mortensen, 2008; Lauzon & Berger, 2015) or student self-selection under teacher coordination (Waring, 2011). This study shifts the focus to how L2 Chinese learners accomplish learner-initiated self-selection in a real-world, technology-mediated environment without teacher presence or institutional scaffolding. Building on Sacks et al. (1974), we reconceptualise learner-initiated self-selection as an interactional trajectory – a sequentially and multimodally achieved process, rather than a competitive act of floor-taking.</div><div>Using Multimodal Conversation Analysis (CA), we examine interactions in the Chinese Digital Kitchen (CDK), a task-based language learning environment where 72 beginner-to-advanced L2 Chinese learners cooked authentic recipes using the Linguacuisine App (Seedhouse et al., 2019). The app provided video, audio, image, and text instructions, but learners received minimal guidance and no teacher support. Analysis of the cooking sessions identifies four recurrent trajectories of learner-initiated self-selection: knowledge-display, sequential-organisation, technology-mediated opportunity, and embodied. These trajectories are not mutually exclusive but form overlapping pathways through which learners coordinate turns, manage task progression, and negotiate epistemic and procedural alignment.</div><div>Theoretically, this study contributes to CA-for-SLA by reframing self-selection as a distributed, multimodal accomplishment shaped by technological and material affordances rather than institutional regulation. It extends CA-for-SLA into non-institutional, real-world environments, showing how learners mobilise verbal, embodied, and digital resources to self-organise participation and task completion. These findings offer portable analytic categories for examining learner-initiated interaction in informal, teacher-absent, technology-mediated L2 task, and inform the design of multimodal, learner-directed learning environment.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103914"},"PeriodicalIF":5.6,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145691476","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}
Pub Date : 2025-12-03DOI: 10.1016/j.system.2025.103941
Barry Bai , Qingyao Dan , Jing Li EdD , Wenjuan Guo
The present study used a network perspective to investigate the relationships within and between English as a Foreign Language (EFL) students' self-regulated learning (SRL) strategies, motivational beliefs, and perceived teacher support, and to examine how these relationships activate cooperative learning (CL). Moreover, we aimed to understand the nodes with the greatest power in association with other nodes in CL. Five hundred and thirty-three primary school students in Hong Kong participated in this study. The main results indicate that EFL students' SRL strategy use, motivation, and perceived teacher support were interconnected and interdependent in the CL context. Among all relationships, those between goal setting and planning, self-efficacy, and perceived teachers' cognitive and assessment support were particularly crucial. Furthermore, SRL strategy use played a central role in the CL network. The estimated network was stable across different sub-samples defined by students’ English proficiency levels. We highlight the significance and implications of these findings for research and teaching practice.
{"title":"EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning: A network analysis perspective","authors":"Barry Bai , Qingyao Dan , Jing Li EdD , Wenjuan Guo","doi":"10.1016/j.system.2025.103941","DOIUrl":"10.1016/j.system.2025.103941","url":null,"abstract":"<div><div>The present study used a network perspective to investigate the relationships within and between English as a Foreign Language (EFL) students' self-regulated learning (SRL) strategies, motivational beliefs, and perceived teacher support, and to examine how these relationships activate cooperative learning (CL). Moreover, we aimed to understand the nodes with the greatest power in association with other nodes in CL. Five hundred and thirty-three primary school students in Hong Kong participated in this study. The main results indicate that EFL students' SRL strategy use, motivation, and perceived teacher support were interconnected and interdependent in the CL context. Among all relationships, those between goal setting and planning, self-efficacy, and perceived teachers' cognitive and assessment support were particularly crucial. Furthermore, SRL strategy use played a central role in the CL network. The estimated network was stable across different sub-samples defined by students’ English proficiency levels. We highlight the significance and implications of these findings for research and teaching practice.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103941"},"PeriodicalIF":5.6,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145748413","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}
Pub Date : 2025-11-30DOI: 10.1016/j.system.2025.103937
Huili Cui , Omer Hassan Ali Mahfoodh , Hao Dong , Mambetakunov Ulanbek
Human-AI collaborative competence in second language (L2) Writing, which involves learners' strategic interaction with AI tools, has emerged as a crucial construct as AI reshapes traditional assessment paradigms. Existing frameworks, however, often overlook the interplay of cognitive, applicative, and regulatory dimensions, fail to integrate process and product, and neglect the sociocultural realities of Chinese EFL learners’ engagement with AI. This study addresses these gaps by developing an assessment framework for human-AI collaborative competence in the Chinese EFL writing context. Grounded in Distributed Cognition and Second Language Writing theories, the study employed a three-phase mixed-methods design: expert interviews and thematic analysis to construct a preliminary framework, a Delphi study for refinement, and the Analytic Hierarchy Process to determine empirical weightings. The final framework includes 5 primary, 10 secondary, and 20 tertiary indicators across cognitive, applicative, and regulatory dimensions. Results reveal a strong preference for the Applicative dimension (0.500), with the Cognitive and Regulatory dimensions equally weighted (0.250 each). This study contributes fourfold: theoretically, by conceptualizing and localizing a multidimensional framework with a hierarchical model and weighted indicators for human-AI collaborative competence in L2 writing; practically, by providing an evidence-based framework for instruction, curriculum, and assessment; ethically, by transforming abstract principles into concrete criteria; and internationally, by demonstrating cross-cultural adaptability while maintaining theoretical integrity.
{"title":"An assessment framework for human-AI collaborative competence in second language writing: Evidence from the Chinese EFL context","authors":"Huili Cui , Omer Hassan Ali Mahfoodh , Hao Dong , Mambetakunov Ulanbek","doi":"10.1016/j.system.2025.103937","DOIUrl":"10.1016/j.system.2025.103937","url":null,"abstract":"<div><div>Human-AI collaborative competence in second language (L2) Writing, which involves learners' strategic interaction with AI tools, has emerged as a crucial construct as AI reshapes traditional assessment paradigms. Existing frameworks, however, often overlook the interplay of cognitive, applicative, and regulatory dimensions, fail to integrate process and product, and neglect the sociocultural realities of Chinese EFL learners’ engagement with AI. This study addresses these gaps by developing an assessment framework for human-AI collaborative competence in the Chinese EFL writing context. Grounded in Distributed Cognition and Second Language Writing theories, the study employed a three-phase mixed-methods design: expert interviews and thematic analysis to construct a preliminary framework, a Delphi study for refinement, and the Analytic Hierarchy Process to determine empirical weightings. The final framework includes 5 primary, 10 secondary, and 20 tertiary indicators across cognitive, applicative, and regulatory dimensions. Results reveal a strong preference for the <em>Applicative</em> dimension (0.500), with the <em>Cognitive</em> and <em>Regulatory</em> dimensions equally weighted (0.250 each). This study contributes fourfold: theoretically, by conceptualizing and localizing a multidimensional framework with a hierarchical model and weighted indicators for human-AI collaborative competence in L2 writing; practically, by providing an evidence-based framework for instruction, curriculum, and assessment; ethically, by transforming abstract principles into concrete criteria; and internationally, by demonstrating cross-cultural adaptability while maintaining theoretical integrity.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103937"},"PeriodicalIF":5.6,"publicationDate":"2025-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145691475","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}
Pub Date : 2025-11-28DOI: 10.1016/j.system.2025.103936
Jiali Guo, Kazuya Saito
This study investigated how individuals' perceptual–cognitive aptitudes (auditory processing and working memory) and practice schedules (massed vs. spaced) relate to L2 speech production—specifically fluency and accuracy—during a repeated monologue task under increasing time pressure. The sample comprised 50 Chinese university students with intermediate to advanced English proficiency. Participants were randomly assigned to either a massed 4/3/2 group (n = 25), who completed the task continuously, or a spaced 4/3/2 group, who had two 5-min intervals between monologues. Statistical analyses indicated (a) that the 4/3/2 activity significantly promoted certain aspects of fluency (but not accuracy) development, regardless of the interval conditions; and (b) that fluency gains, particularly those related to linguistic encoding (e.g., mid-clause pauses, past tense error ratio), were significantly associated with participants’ perceptual abilities (i.e., auditory processing) rather than their cognitive working memory. Taken together, these findings suggest that more precise perceptual acuity may play a facilitative role in L2 speech production among Chinese L2 learners. The results highlight a unique relationship between different aptitude domains (perceptual vs. cognitive) and language development (fluency vs. accuracy) .
{"title":"Effects of the 4/3/2 activity revisited: Aptitude matters, but distributed practice does not","authors":"Jiali Guo, Kazuya Saito","doi":"10.1016/j.system.2025.103936","DOIUrl":"10.1016/j.system.2025.103936","url":null,"abstract":"<div><div>This study investigated how individuals' perceptual–cognitive aptitudes (auditory processing and working memory) and practice schedules (massed vs. spaced) relate to L2 speech production—specifically fluency and accuracy—during a repeated monologue task under increasing time pressure. The sample comprised 50 Chinese university students with intermediate to advanced English proficiency. Participants were randomly assigned to either a massed 4/3/2 group (n = 25), who completed the task continuously, or a spaced 4/3/2 group, who had two 5-min intervals between monologues. Statistical analyses indicated (a) that the 4/3/2 activity significantly promoted certain aspects of fluency (but not accuracy) development, regardless of the interval conditions; and (b) that fluency gains, particularly those related to linguistic encoding (e.g., mid-clause pauses, past tense error ratio), were significantly associated with participants’ perceptual abilities (i.e., auditory processing) rather than their cognitive working memory. Taken together, these findings suggest that more precise perceptual acuity may play a facilitative role in L2 speech production among Chinese L2 learners. The results highlight a unique relationship between different aptitude domains (perceptual vs. cognitive) and language development (fluency vs. accuracy) .</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103936"},"PeriodicalIF":5.6,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145691409","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}
Pub Date : 2025-11-26DOI: 10.1016/j.system.2025.103923
Alastair Henry , Meng Liu
Research into the psychology of language learning (PLL) can make important contributions to the knowledge base of the teaching profession. However, impact can be hampered by conceptual accessibility. One way to enhance accessibility is to enable practitioners to encounter research through a smaller number of “big ideas”. A “big idea” is a core idea that connects subfields and links disciplinary understandings into coherent wholes. A “big idea” is not always apparent. Sometimes it needs to be uncovered. In PLL, a candidate “big idea” involves the role that comparison processes play in self-appraisals. This article reports on findings from a critical review, the purpose of which was to consider whether comparison processes meet the criteria for a “big idea”: a parsimoniously formulated and intuitively understandable concept that (a) spans across subfields, and (b) links disciplinary understandings. Four subfields of PLL were included in the review: motivation, regulation, willingness to communicate, and emotions. Examinations of paradigmatic models and key conceptualizations demonstrate how comparison processes meet these criteria. Results are discussed in relation to conceptual accessibility, the importance of formulating research objectives and interpreting findings in ways that benefit teachers and other non-specialist stakeholders, and the changes in research practices that are needed.
{"title":"In search of a “big idea”: A critical review of the function of comparison processes in language learning psychology","authors":"Alastair Henry , Meng Liu","doi":"10.1016/j.system.2025.103923","DOIUrl":"10.1016/j.system.2025.103923","url":null,"abstract":"<div><div>Research into the psychology of language learning (PLL) can make important contributions to the knowledge base of the teaching profession. However, impact can be hampered by conceptual accessibility. One way to enhance accessibility is to enable practitioners to encounter research through a smaller number of “big ideas”. A “big idea” is a core idea that connects subfields and links disciplinary understandings into coherent wholes. A “big idea” is not always apparent. Sometimes it needs to be uncovered. In PLL, a candidate “big idea” involves the role that comparison processes play in self-appraisals. This article reports on findings from a critical review, the purpose of which was to consider whether comparison processes meet the criteria for a “big idea”: a parsimoniously formulated and intuitively understandable concept that (a) spans across subfields, and (b) links disciplinary understandings. Four subfields of PLL were included in the review: motivation, regulation, willingness to communicate, and emotions. Examinations of paradigmatic models and key conceptualizations demonstrate how comparison processes meet these criteria. Results are discussed in relation to conceptual accessibility, the importance of formulating research objectives and interpreting findings in ways that benefit teachers and other non-specialist stakeholders, and the changes in research practices that are needed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103923"},"PeriodicalIF":5.6,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624227","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}
Pub Date : 2025-11-25DOI: 10.1016/j.system.2025.103931
Mohammad Shams Ud Duha , Xiuxiu Tang , Ayaka Matsuo , Bo Zhu , Yukiko Maeda
This meta-analysis with a random-effects model investigated the effect of the use of social media on college students' foreign language learning outcomes and identified the conditions that moderate the effect. The analysis included 40 independent effect sizes from 40 primary studies in which the effect of various social media on language learning was examined. Our analysis yielded a weighted average Hedges’ effect size of 1.68 with a 95 % confidence interval (CI) from 0.86 to 2.50, meaning that the use of social media has a strong positive impact on language learning. A heterogeneity test revealed that there was significant variability across the 40 effect sizes included in this study (Q[39] = 773.37, p < .001, ; ). While year of publication and publication type were found to be significant moderators; social media platforms, interlocutor, modality, context, quality of the study, and learning objectives were not found to be significant moderators, suggesting some unknown factors influence the variability in effect sizes.
本文采用随机效应模型对社交媒体使用对大学生外语学习结果的影响进行了meta分析，并确定了调节这种影响的条件。该分析包括来自40项主要研究的40个独立效应值，其中检验了各种社交媒体对语言学习的影响。我们的分析得出加权平均对冲效应值为1.68,95%置信区间（CI）从0.86到2.50，这意味着使用社交媒体对语言学习有很强的积极影响。异质性检验显示，本研究中包含的40个效应量存在显著差异（Q[39] = 773.37, p < .001, τ2=6.77; I2=98.93%）。而出版年份和出版类型是显著的调节因素；社交媒体平台、对话者、模式、情境、研究质量和学习目标没有被发现是显著的调节因子，这表明一些未知因素影响了效应量的变异性。
{"title":"The effect of social media use on language learning: A meta-analysis","authors":"Mohammad Shams Ud Duha , Xiuxiu Tang , Ayaka Matsuo , Bo Zhu , Yukiko Maeda","doi":"10.1016/j.system.2025.103931","DOIUrl":"10.1016/j.system.2025.103931","url":null,"abstract":"<div><div>This meta-analysis with a random-effects model investigated the effect of the use of social media on college students' foreign language learning outcomes and identified the conditions that moderate the effect. The analysis included 40 independent effect sizes from 40 primary studies in which the effect of various social media on language learning was examined. Our analysis yielded a weighted average Hedges’ effect size of 1.68 with a 95 % confidence interval (CI) from 0.86 to 2.50, meaning that the use of social media has a strong positive impact on language learning. A heterogeneity test revealed that there was significant variability across the 40 effect sizes included in this study (<em>Q</em>[39] = 773.37, <em>p</em> < .001, <span><math><mrow><msup><mi>τ</mi><mn>2</mn></msup><mo>=</mo><mn>6.77</mn></mrow></math></span>; <span><math><mrow><msup><mi>I</mi><mn>2</mn></msup><mo>=</mo><mn>98.93</mn><mo>%</mo></mrow></math></span>). While year of publication and publication type were found to be significant moderators; social media platforms, interlocutor, modality, context, quality of the study, and learning objectives were not found to be significant moderators, suggesting some unknown factors influence the variability in effect sizes.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103931"},"PeriodicalIF":5.6,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145691411","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}
Pub Date : 2025-11-25DOI: 10.1016/j.system.2025.103933
Lefan Wang , Yanchuan Geng
While the identity dynamics of foreign language learners have attracted considerable scholarly attention, the intricate interplay between the multifaceted identities of multilingual learners remains less charted. This study, employing Q methodology alongside elicited metaphor analysis, investigated how Chinese college learners majoring in Japanese, while also studying English, construct and position their national identity, language-specific identities, and an overarching multilingual identity. The results reveal three distinct identity profiles: 1) a self-driven multilingual learner with strong national and English identity; 2) a self-driven multilingual learner with strong national and Japanese identity; and 3) a passive multilingual learner with strong national identity. The findings suggest that all participants exhibited strong national identity, which did not directly conflict with their language learning identities. Moreover, English and Japanese identities did not inherently compete. Instead, learners’ preferences depended on perceived difficulty, cultural resonance, and personal relevance to the target languages. A superordinate multilingual identity was observed among certain learners, while others demonstrated weaker self-identification with general multilingualism. Based on these insights, we discuss the implications for future foreign language education and multilingual research within the Chinese context and beyond.
{"title":"Tension or harmony? Unpacking the language, multilingual and national identities of foreign language learners in China","authors":"Lefan Wang , Yanchuan Geng","doi":"10.1016/j.system.2025.103933","DOIUrl":"10.1016/j.system.2025.103933","url":null,"abstract":"<div><div>While the identity dynamics of foreign language learners have attracted considerable scholarly attention, the intricate interplay between the multifaceted identities of multilingual learners remains less charted. This study, employing Q methodology alongside elicited metaphor analysis, investigated how Chinese college learners majoring in Japanese, while also studying English, construct and position their national identity, language-specific identities, and an overarching multilingual identity. The results reveal three distinct identity profiles: 1) a self-driven multilingual learner with strong national and English identity; 2) a self-driven multilingual learner with strong national and Japanese identity; and 3) a passive multilingual learner with strong national identity. The findings suggest that all participants exhibited strong national identity, which did not directly conflict with their language learning identities. Moreover, English and Japanese identities did not inherently compete. Instead, learners’ preferences depended on perceived difficulty, cultural resonance, and personal relevance to the target languages. A superordinate multilingual identity was observed among certain learners, while others demonstrated weaker self-identification with general multilingualism. Based on these insights, we discuss the implications for future foreign language education and multilingual research within the Chinese context and beyond.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103933"},"PeriodicalIF":5.6,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624228","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}
Pub Date : 2025-11-25DOI: 10.1016/j.system.2025.103927
Shizuka Sakurai, Ryan Spring
Although studies highlight the importance of note quality, most research on notetaking has traditionally focused on the quantity of words students produce. To address this gap, the present study investigates the effects of notetaking instruction on various dimensions of note quality and examines how these dimensions relate to the listening comprehension of 195 EFL learners at a Japanese university over one semester. Students received training in listening to academic lectures and taking notes using abbreviations and symbols. Each week, they listened to a short lecture, took notes, and answered comprehension questions in English. The lectures were carefully designed to ensure consistency in length, speech rate, lexical difficulty, topic diversity, and syntactic complexity. The first and final lectures served as pre- and post-tests to measure changes in notetaking and listening skills. Two trained raters (Cronbach's alpha = .90) assessed note organization and the inclusion of key and supporting information. All aspects showed substantial improvement following the instruction. Additionally, we analyzed which aspects of notetaking were associated with lecture comprehension, improvement, and EGAP listening performance, as measured by the TOEFL ITP®. The results showed that well-organized notes and the inclusion of main ideas and details were particularly important for listening comprehension. These findings suggest that teachers and researchers should place greater emphasis on the quality of student notes, and that students need to develop skills to effectively identify key information and organize it during lectures.
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