IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-13 DOI: 10.1016/j.system.2025.103919

Wenrui Zhang

The advancement of language education has promoted research into innovative teaching methods, including the integration of transformative technologies such as artificial intelligence (AI) chatbots. While AI chatbots have been extensively explored in second language (L2) learning, examining their impact on L2 oral proficiency and willingness to communicate (WTC) within the context of Informal Digital Learning of English (IDLE) remains essential for understanding how self-directed digital engagement can complement formal instruction and support L2 development in examination-oriented environments such as China (Lu et al., 2025). Therefore, this study investigated the effects of AI chatbot interaction on English as a Foreign Language (EFL) learners’ oral proficiency and WTC. Sixty EFL learners from a Chinese university were assigned to either a human–human interaction group or a human–AI chatbot interaction group. Oral proficiency was measured using elicited imitation tests (Wu & Ortega, 2013), while WTC was assessed through both self-reported questionnaires (Tai & Chen, 2023) and utterance frequency. After the four-week intervention, semi-structured interviews were administered to collect participants’ perceptions and attitudes regarding their use of the AI chatbot. Statistical analyses using one-way ANCOVA and two-way mixed-effects ANOVA demonstrated significant improvements in oral English proficiency and WTC in the human–AI chatbot interaction group. Interview findings indicated that learners valued the AI chatbot’s accessibility, authenticity, and multimodal features, which helped reduce anxiety and boost confidence. Regression analysis showed that WTC significantly predicted oral proficiency, highlighting the dynamic relationship between affective and behavioral factors in second language development.

语言教育的进步促进了对创新教学方法的研究，包括整合人工智能（AI）聊天机器人等变革性技术。虽然人工智能聊天机器人已经在第二语言（L2）学习中得到了广泛的探索，但在非正式数字英语学习（IDLE）的背景下，研究它们对第二语言口语水平和沟通意愿（WTC）的影响，对于理解自主数字参与如何在中国等以考试为导向的环境中补充正式教学和支持第二语言发展仍然至关重要（Lu et al., 2025）。因此，本研究探讨了人工智能聊天机器人互动对英语学习者口语水平和WTC的影响。60名来自中国一所大学的英语学习者被分配到一个人机互动组或一个人机聊天机器人互动组。口语熟练程度通过诱导模仿测试来测量（Wu & & Ortega, 2013），而WTC通过自我报告问卷（Tai & & Chen, 2023）和话语频率来评估。在为期四周的干预之后，进行了半结构化的访谈，以收集参与者对他们使用人工智能聊天机器人的看法和态度。使用单向方差分析和双向混合效应方差分析的统计分析表明，人类-人工智能聊天机器人互动组的英语口语水平和WTC有显著提高。访谈结果表明，学习者重视人工智能聊天机器人的可访问性、真实性和多模式特征，这有助于减少焦虑和增强信心。回归分析显示，语言能力对口语能力有显著的预测作用，强调了第二语言发展中情感因素和行为因素之间的动态关系。

{"title":"The impact of AI chatbots on EFL learners’ oral proficiency and willingness to communicate","authors":"Wenrui Zhang","doi":"10.1016/j.system.2025.103919","DOIUrl":"10.1016/j.system.2025.103919","url":null,"abstract":"<div><div>The advancement of language education has promoted research into innovative teaching methods, including the integration of transformative technologies such as artificial intelligence (AI) chatbots. While AI chatbots have been extensively explored in second language (L2) learning, examining their impact on L2 oral proficiency and willingness to communicate (WTC) within the context of Informal Digital Learning of English (IDLE) remains essential for understanding how self-directed digital engagement can complement formal instruction and support L2 development in examination-oriented environments such as China (Lu et al., 2025). Therefore, this study investigated the effects of AI chatbot interaction on English as a Foreign Language (EFL) learners’ oral proficiency and WTC. Sixty EFL learners from a Chinese university were assigned to either a human–human interaction group or a human–AI chatbot interaction group. Oral proficiency was measured using elicited imitation tests (Wu & Ortega, 2013), while WTC was assessed through both self-reported questionnaires (Tai & Chen, 2023) and utterance frequency. After the four-week intervention, semi-structured interviews were administered to collect participants’ perceptions and attitudes regarding their use of the AI chatbot. Statistical analyses using one-way ANCOVA and two-way mixed-effects ANOVA demonstrated significant improvements in oral English proficiency and WTC in the human–AI chatbot interaction group. Interview findings indicated that learners valued the AI chatbot’s accessibility, authenticity, and multimodal features, which helped reduce anxiety and boost confidence. Regression analysis showed that WTC significantly predicted oral proficiency, highlighting the dynamic relationship between affective and behavioral factors in second language development.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103919"},"PeriodicalIF":5.6,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520525","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}

引用次数: 0

Motivational variability in L2 learning: A comparative study of high- and low-variability learners 二语学习的动机变异性：高变异性和低变异性学习者的比较研究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-07 DOI: 10.1016/j.system.2025.103916

Youngmi Kim, Tae-Young Kim

This study examines motivational variability in second and foreign language (L2) learning by comparing (de)motivational factors among high-variability (HV) and low-variability (LV) learners. Using data from 33 undergraduate English education majors, the study analyzes motivational changes across different school levels through motigraphs (tracking motivation from grades 3 to 12) and reflective essays. HV and LV groups were categorized based on the standard deviation of their motivational scores, and the essays were analyzed using a grounded theory approach. Findings indicate that LV learners maintained stable motivation by actively engaging in English use experiences, such as speaking, writing, and peer teaching, which served as protective factors against demotivation. In contrast, HV learners relied on cognitive and contextual factors, and the absence of affective or experiential engagement appeared to heighten their vulnerability when facing academic setbacks. The results highlight the importance of integrating cognitive learning with emotional engagement to sustain L2 learning motivation. The study suggests a need for educational strategies that promote interactive, experience-based learning and resilience development to mitigate motivational changes over time.

本研究通过比较高变异性（HV）和低变异性（LV）学习者的动机因素来考察第二语言和外语（L2）学习中的动机变异性。该研究使用了33个本科英语教育专业的数据，通过动机图（跟踪3年级到12年级的动机）和反思性论文分析了不同学校水平的动机变化。根据动机得分的标准差对HV组和LV组进行分类，并使用扎根理论方法对论文进行分析。研究结果表明，低英语学习者通过积极参与英语使用体验，如说、写和同伴教学，保持稳定的动机，这是防止动机下降的保护因素。相比之下，HV学习者依赖于认知和情境因素，缺乏情感或体验参与似乎会增加他们在面对学业挫折时的脆弱性。研究结果强调了将认知学习与情感投入相结合对于维持第二语言学习动机的重要性。该研究表明，有必要制定促进互动、基于体验的学习和弹性发展的教育策略，以减轻随着时间的推移动机的变化。

{"title":"Motivational variability in L2 learning: A comparative study of high- and low-variability learners","authors":"Youngmi Kim, Tae-Young Kim","doi":"10.1016/j.system.2025.103916","DOIUrl":"10.1016/j.system.2025.103916","url":null,"abstract":"<div><div>This study examines motivational variability in second and foreign language (L2) learning by comparing (de)motivational factors among high-variability (HV) and low-variability (LV) learners. Using data from 33 undergraduate English education majors, the study analyzes motivational changes across different school levels through motigraphs (tracking motivation from grades 3 to 12) and reflective essays. HV and LV groups were categorized based on the standard deviation of their motivational scores, and the essays were analyzed using a grounded theory approach. Findings indicate that LV learners maintained stable motivation by actively engaging in English use experiences, such as speaking, writing, and peer teaching, which served as protective factors against demotivation. In contrast, HV learners relied on cognitive and contextual factors, and the absence of affective or experiential engagement appeared to heighten their vulnerability when facing academic setbacks. The results highlight the importance of integrating cognitive learning with emotional engagement to sustain L2 learning motivation. The study suggests a need for educational strategies that promote interactive, experience-based learning and resilience development to mitigate motivational changes over time.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103916"},"PeriodicalIF":5.6,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145580109","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}

引用次数: 0

TBLT and peer interaction beyond the traditional classroom: Exploring task engagement and its relationships with learners’ socioeconomic status 任务型教学与超越传统课堂的同伴互动：探索任务参与及其与学习者社会经济地位的关系

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-06 DOI: 10.1016/j.system.2025.103915

Olesia Pavlenko , Dmitrii Pastushenkov , Curtis Green-Eneix

Previous research has offered valuable insights into second language (L2) learners' engagement in task-based peer interaction but has mostly focused on traditional classrooms, limiting the generalizability of findings. Guided by Svalberg's engagement model, this study expands task-based language teaching (TBLT) research by examining how Russian-speaking adults learning English outside academia engage in communicative tasks. Recognizing that L2 learning is influenced by broader sociodemographic factors, the study also examines how socioeconomic status (SES), an under-researched individual difference (ID), shapes this engagement. Thirty-two learners representing five SES categories completed three online tasks (picture differences, consensus, and conversation). Engagement was analyzed through the number, type, and resolution of language-related episodes (LREs) at the dyad level, and through cognitive, affective, and social dimensions at the individual level. Most LREs focused on vocabulary (62% resolved correctly), with learners frequently showing enjoyment and responsiveness. Fewer LREs occurred during the scholarship task, likely due to limited authenticity. Lower-SES individuals showed reduced engagement when dyads had fewer shared experiences related to travel and similar topics. Although qualitative patterns suggested a relationship between SES and engagement, no significant correlations emerged. The findings demonstrate the potential of TBLT beyond traditional classrooms and highlight the importance of designing authentic, inclusive tasks.

先前的研究对第二语言学习者在基于任务的同伴互动中的参与提供了有价值的见解，但主要集中在传统的课堂上，限制了研究结果的普遍性。在Svalberg的参与模型的指导下，本研究通过研究在学术界以外学习英语的讲俄语的成年人如何参与交际任务，扩展了任务型语言教学（TBLT）的研究。认识到第二语言学习受到更广泛的社会人口因素的影响，该研究还考察了社会经济地位（SES），一个尚未得到充分研究的个体差异（ID），如何塑造这种参与。代表五个SES类别的32名学习者完成了三个在线任务（图片差异、共识和对话）。在双组水平上，通过语言相关事件（LREs）的数量、类型和解决，以及在个人水平上，通过认知、情感和社会维度，对参与进行了分析。大多数LREs专注于词汇（62%正确解决），学习者经常表现出享受和反应能力。奖学金任务期间发生的LREs较少，可能是由于真实性有限。社会经济地位较低的人，当两个人在旅行和类似话题上分享的经历较少时，他们的参与度就会降低。虽然定性模式表明社会经济地位和敬业度之间存在关系，但没有出现显著的相关性。研究结果证明了任务型教学在传统课堂之外的潜力，并强调了设计真实、包容的任务的重要性。

{"title":"TBLT and peer interaction beyond the traditional classroom: Exploring task engagement and its relationships with learners’ socioeconomic status","authors":"Olesia Pavlenko , Dmitrii Pastushenkov , Curtis Green-Eneix","doi":"10.1016/j.system.2025.103915","DOIUrl":"10.1016/j.system.2025.103915","url":null,"abstract":"<div><div>Previous research has offered valuable insights into second language (L2) learners' engagement in task-based peer interaction but has mostly focused on traditional classrooms, limiting the generalizability of findings. Guided by Svalberg's engagement model, this study expands task-based language teaching (TBLT) research by examining how Russian-speaking adults learning English outside academia engage in communicative tasks. Recognizing that L2 learning is influenced by broader sociodemographic factors, the study also examines how socioeconomic status (SES), an under-researched individual difference (ID), shapes this engagement. Thirty-two learners representing five SES categories completed three online tasks (picture differences, consensus, and conversation). Engagement was analyzed through the number, type, and resolution of language-related episodes (LREs) at the dyad level, and through cognitive, affective, and social dimensions at the individual level. Most LREs focused on vocabulary (62% resolved correctly), with learners frequently showing enjoyment and responsiveness. Fewer LREs occurred during the scholarship task, likely due to limited authenticity. Lower-SES individuals showed reduced engagement when dyads had fewer shared experiences related to travel and similar topics. Although qualitative patterns suggested a relationship between SES and engagement, no significant correlations emerged. The findings demonstrate the potential of TBLT beyond traditional classrooms and highlight the importance of designing authentic, inclusive tasks.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103915"},"PeriodicalIF":5.6,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624230","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}

引用次数: 0

Corrigendum to “Technology-mediated online EMI professional development: Developing faculty self-efficacy and teaching practice through the community of inquiry framework” [System 133 (2025) 103727] “技术介导的在线EMI专业发展：通过探究框架社区发展教师自我效能感和教学实践”[System 133(2025) 103727]的勘误表

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-04 DOI: 10.1016/j.system.2025.103903

Lu-Chun Lin , Wenli Tsou

引用次数: 0

Critical digital literacies, generative AI, and the negotiation of agency in human-AI interactions 关键数字素养，生成式人工智能，以及人与人工智能交互中的代理协商

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-03 DOI: 10.1016/j.system.2025.103904

Kyu Yun Lim, Ron Darvin

Drawing on the notion of critical digital literacies (CDL), this qualitative case study investigates the extent to which multilingual secondary school students in Canada exercise agency when they interact with generative artificial intelligence (GenAI) technologies. Recognizing how learners have unequal access to resources that involve the use of GenAI, it poses the question: To what extent do learners enact CDL, and what enables or constrains their enactment? Data were collected through interviews, observations of learners' GenAI usage, and digital artifacts, including screenshots of prompts and AI-generated texts. Thematic analysis was employed to understand learners’ dispositions towards these technologies, and their GenAI practices, while multimodal analysis provided insights into how learners negotiated their agency as they interacted with GenAI platforms. Represented by two exemplar cases, findings show how learners who used GenAI primarily through apps in mobile phones or chatbots embedded in social media platforms, tended to adopt a passive stance towards GenAI, accepting generated output without much critical evaluation. In contrast, learners with access to a laptop and multiple GenAI platforms, demonstrated a more critical disposition towards this technology, comparing outputs across platforms, questioning their reliability, and verifying information through lateral reading. By drawing attention to how material conditions of access and platform design can constitute dispositions towards GenAI and CDL, this study calls on educators to support learners in identifying and challenging inequalities and ideological biases embedded in these technologies, to foster more equitable and inclusive GenAI literacy practices.

利用关键数字素养（CDL）的概念，本定性案例研究调查了加拿大多语言中学生在与生成式人工智能（GenAI）技术互动时行使能动性的程度。认识到学习者如何不平等地获得涉及使用GenAI的资源，它提出了一个问题：学习者在多大程度上实施CDL，是什么促使或限制了他们的实施？数据是通过访谈、对学习者GenAI使用情况的观察和数字工件（包括提示截图和人工智能生成的文本）收集的。主题分析用于了解学习者对这些技术及其GenAI实践的倾向，而多模态分析则提供了学习者在与GenAI平台互动时如何协商代理的见解。以两个典型案例为代表，研究结果表明，主要通过手机应用程序或嵌入社交媒体平台的聊天机器人使用GenAI的学习者倾向于对GenAI采取被动立场，在没有太多批判性评估的情况下接受生成的输出。相比之下，使用笔记本电脑和多个GenAI平台的学习者对这种技术表现出更挑剔的倾向，他们会比较不同平台的输出，质疑其可靠性，并通过横向阅读来验证信息。通过关注获取的物质条件和平台设计如何构成对GenAI和CDL的倾向，本研究呼吁教育工作者支持学习者识别和挑战这些技术中嵌入的不平等和意识形态偏见，以促进更公平和包容的GenAI扫盲实践。

{"title":"Critical digital literacies, generative AI, and the negotiation of agency in human-AI interactions","authors":"Kyu Yun Lim, Ron Darvin","doi":"10.1016/j.system.2025.103904","DOIUrl":"10.1016/j.system.2025.103904","url":null,"abstract":"<div><div>Drawing on the notion of critical digital literacies (CDL), this qualitative case study investigates the extent to which multilingual secondary school students in Canada exercise agency when they interact with generative artificial intelligence (GenAI) technologies. Recognizing how learners have unequal access to resources that involve the use of GenAI, it poses the question: To what extent do learners enact CDL, and what enables or constrains their enactment? Data were collected through interviews, observations of learners' GenAI usage, and digital artifacts, including screenshots of prompts and AI-generated texts. Thematic analysis was employed to understand learners’ dispositions towards these technologies, and their GenAI practices, while multimodal analysis provided insights into how learners negotiated their agency as they interacted with GenAI platforms. Represented by two exemplar cases, findings show how learners who used GenAI primarily through apps in mobile phones or chatbots embedded in social media platforms, tended to adopt a passive stance towards GenAI, accepting generated output without much critical evaluation. In contrast, learners with access to a laptop and multiple GenAI platforms, demonstrated a more critical disposition towards this technology, comparing outputs across platforms, questioning their reliability, and verifying information through lateral reading. By drawing attention to how material conditions of access and platform design can constitute dispositions towards GenAI and CDL, this study calls on educators to support learners in identifying and challenging inequalities and ideological biases embedded in these technologies, to foster more equitable and inclusive GenAI literacy practices.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103904"},"PeriodicalIF":5.6,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467180","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}

引用次数: 0

Enhancing reading engagement in adult EFL classrooms through AI-supported instruction: A mixed-methods study 通过人工智能支持教学提高成人英语课堂的阅读参与度：一项混合方法研究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-03 DOI: 10.1016/j.system.2025.103906

Lujain AlTwijri , Safaa M. Abdelhalim

Although artificial intelligence (AI) is increasingly embedded in language education, its role in fostering multidimensional reading engagement among adult EFL learners in formal settings remains underexplored. Existing research has largely focused on younger or undergraduate learners and prioritized general comprehension, overlooking the interplay of cognitive, emotional, and behavioural engagement. To address this gap, the present study investigated the impact of two AI-assisted applications, Avidnote and Explainpaper, on Saudi adult EFL learners' reading engagement. A quasi-experimental, explanatory sequential mixed-methods design was employed. Two intact classes comprising 32 Saudi adult learners (CEFR B2 level, aged 20–38) were assigned to an experimental group (EG; AI-supported instruction) or a control group (CG; traditional instruction relying on teacher-led activities and printed materials). Both groups followed the same syllabus and reading materials over fifteen weeks; however, only the EG used AI tools for annotation, summarization, and real-time comprehension support. Quantitative data from pre- and post-intervention reading engagement questionnaires were analyzed using descriptive and inferential statistics, while supplementary qualitative data from focus group interviews provided insights into learners' experiences. Findings revealed that the EG achieved significantly greater gains in overall reading engagement, particularly in cognitive and emotional domains. Participants also reported enhanced focus, motivation, and strategic reading as key benefits of AI use. These results underscore the pedagogical value of integrating AI technologies within structured, instructor-led EFL contexts. The study contributes to research on AI in language education and offers practical guidance for using digital tools in adult EFL classrooms, framed by sociocultural and constructivist theories of engagement.

尽管人工智能（AI）越来越多地嵌入到语言教育中，但它在培养正式环境下成年英语学习者多维阅读参与方面的作用仍未得到充分探索。现有的研究主要集中在年轻或本科学习者，并优先考虑一般理解，忽视了认知，情感和行为参与的相互作用。为了解决这一差距，本研究调查了两个人工智能辅助应用程序Avidnote和Explainpaper对沙特成年英语学习者阅读参与的影响。采用准实验、解释顺序混合方法设计。两个完整的班级包括32名沙特成人学习者（CEFR B2水平，年龄在20-38岁），被分配到实验组（EG；人工智能支持教学）或对照组（CG；依靠教师主导的活动和印刷材料的传统教学）。两组在15周的时间里都遵循相同的教学大纲和阅读材料；然而，只有EG使用人工智能工具进行注释、摘要和实时理解支持。使用描述性和推理统计分析了干预前和干预后阅读参与问卷的定量数据，而来自焦点小组访谈的补充定性数据提供了对学习者体验的见解。研究结果显示，EG在整体阅读投入方面取得了更大的进步，尤其是在认知和情感领域。参与者还报告说，使用人工智能的主要好处是增强了注意力、动力和战略性阅读。这些结果强调了将人工智能技术整合到结构化的、教师主导的英语环境中的教学价值。该研究有助于人工智能在语言教育中的研究，并在社会文化和建构主义参与理论的框架下，为在成人英语课堂中使用数字工具提供实践指导。

{"title":"Enhancing reading engagement in adult EFL classrooms through AI-supported instruction: A mixed-methods study","authors":"Lujain AlTwijri , Safaa M. Abdelhalim","doi":"10.1016/j.system.2025.103906","DOIUrl":"10.1016/j.system.2025.103906","url":null,"abstract":"<div><div>Although artificial intelligence (AI) is increasingly embedded in language education, its role in fostering multidimensional reading engagement among adult EFL learners in formal settings remains underexplored. Existing research has largely focused on younger or undergraduate learners and prioritized general comprehension, overlooking the interplay of cognitive, emotional, and behavioural engagement. To address this gap, the present study investigated the impact of two AI-assisted applications, Avidnote and Explainpaper, on Saudi adult EFL learners' reading engagement. A quasi-experimental, explanatory sequential mixed-methods design was employed. Two intact classes comprising 32 Saudi adult learners (CEFR B2 level, aged 20–38) were assigned to an experimental group (EG; AI-supported instruction) or a control group (CG; traditional instruction relying on teacher-led activities and printed materials). Both groups followed the same syllabus and reading materials over fifteen weeks; however, only the EG used AI tools for annotation, summarization, and real-time comprehension support. Quantitative data from pre- and post-intervention reading engagement questionnaires were analyzed using descriptive and inferential statistics, while supplementary qualitative data from focus group interviews provided insights into learners' experiences. Findings revealed that the EG achieved significantly greater gains in overall reading engagement, particularly in cognitive and emotional domains. Participants also reported enhanced focus, motivation, and strategic reading as key benefits of AI use. These results underscore the pedagogical value of integrating AI technologies within structured, instructor-led EFL contexts. The study contributes to research on AI in language education and offers practical guidance for using digital tools in adult EFL classrooms, framed by sociocultural and constructivist theories of engagement.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103906"},"PeriodicalIF":5.6,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467178","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}

引用次数: 0

Carnivalesque: Staging postdigital literacy 狂欢式：后数字文化的舞台

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-02 DOI: 10.1016/j.system.2025.103905

Tong King Lee , Li Wei

Technology has revolutionised the concept of learning on social media, where platforms become virtual classrooms and self-made microcelebrities refashion teaching into multimodal performances. This article develops the idea of postdigital literacy through the Bakhtinian concept of carnivalesque. Postdigital literacy refers not merely to the usage of platforms for educational purposes, but to an appropriation, in the sense of leveraging platform affordances in creative ways to articulate online personae around literacy themes—often casting a critical glance at establishment values, such as ‘correct’ English or ‘standard’ Mandarin. Based on Moment Analysis and using examples of short videos from Instagram, Douyin, and RedNote, the article foregrounds ‘literacy shorts’ as an emerging genre at the intersection of language learning and media technology. It argues that underpinning these shorts is the ethos of the carnival, manifest as colloquialisms, vulgarities, parodies, hyperbolic gestures, and theatrical choreography. In staging literacy ‘from below’, as it were, microcelebrities and influencers engage their audience in a ludic and participatory mode of edutainment, transgressing traditional boundaries of education in exchange for views, likes, and shares. In a postdigital age where selves are reflexively curated for consumption, the phenomenon of literacy shorts exemplifies the commodification of literacy on social media and the continual impact of networked technology in shaping how literacy is performed.

科技已经彻底改变了在社交媒体上学习的概念，平台变成了虚拟教室，白手起家的微名人将教学改造成了多模式表演。本文通过巴赫金的狂欢概念来发展后数字素养的概念。后数字素养不仅指以教育为目的的平台使用，而且指一种挪用，即以创造性的方式利用平台的功能，围绕识字主题来表达在线人物——通常对现有价值观（如“正确的”英语或“标准的”普通话）进行批判性的审视。本文以“瞬间分析”为基础，以Instagram、抖音和RedNote上的短视频为例，将“识字短片”作为一种新兴的语言学习和媒体技术交叉的类型。它认为，支撑这些短片的是狂欢节的精神，表现为口语、粗俗、模仿、夸张的手势和戏剧编排。在“自下而上”的扫盲中，微名人和有影响力的人以一种有趣的、参与式的寓教于乐的模式吸引着他们的观众，超越了传统的教育界限，以换取观点、点赞和分享。在后数字时代，自我被条件反射性地策划用于消费，识字短裤现象体现了社交媒体上识字的商品化，以及网络技术在塑造识字方式方面的持续影响。

{"title":"Carnivalesque: Staging postdigital literacy","authors":"Tong King Lee , Li Wei","doi":"10.1016/j.system.2025.103905","DOIUrl":"10.1016/j.system.2025.103905","url":null,"abstract":"<div><div>Technology has revolutionised the concept of learning on social media, where platforms become virtual classrooms and self-made microcelebrities refashion teaching into multimodal performances. This article develops the idea of postdigital literacy through the Bakhtinian concept of carnivalesque. Postdigital literacy refers not merely to the <em>usage</em> of platforms for educational purposes, but to an <em>appropriation</em>, in the sense of leveraging platform affordances in creative ways to articulate online personae around literacy themes—often casting a critical glance at establishment values, such as ‘correct’ English or ‘standard’ Mandarin. Based on Moment Analysis and using examples of short videos from Instagram, <em>Douyin</em>, and RedNote, the article foregrounds ‘literacy shorts’ as an emerging genre at the intersection of language learning and media technology. It argues that underpinning these shorts is the ethos of the carnival, manifest as colloquialisms, vulgarities, parodies, hyperbolic gestures, and theatrical choreography. In staging literacy ‘from below’, as it were, microcelebrities and influencers engage their audience in a ludic and participatory mode of edutainment, transgressing traditional boundaries of education in exchange for views, likes, and shares. In a postdigital age where selves are reflexively curated for consumption, the phenomenon of literacy shorts exemplifies the commodification of literacy on social media and the continual impact of networked technology in shaping how literacy is performed.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103905"},"PeriodicalIF":5.6,"publicationDate":"2025-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467179","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}

引用次数: 0

The complex interactions between foreign language emotions and engagement in AI-assisted EFL classrooms 人工智能辅助下外语课堂中外语情绪与参与的复杂互动

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-30 DOI: 10.1016/j.system.2025.103900

Shuai Dong, Hao Wang, Jihua Dong

This study explored the effectiveness of AI-assisted EFL classrooms on EFL learners’ FL emotions and foreign language engagement (FL engagement). The data involved 465 EFL students from a university in eastern China. One-way ANCOVA, paired sample T-test, structural equation model, and psychological network analysis were adopted to examine the effectiveness of AI assistance on moderating FL emotions and engagement. The results showed a positive effect of adopting AI in enhancing FL enjoyment (FLE) and engagement and reducing FL anxiety (FLCA) and boredom (FLB) compared to the traditional EFL classroom setting. FL emotions emerged as significant mediating factors in the link between FL engagement and AI, while FLE demonstrated the strongest mediating effect. The results also revealed complex interactions between the FL emotions and FL engagement and highlighted the pivotal role of FLE in mediating and influencing the system in AI-assisted EFL classrooms. The findings help to enhance our understanding of AI in enhancing FLE and FL engagement while reducing FLB and FLCA. This study also provides pedagogical insights for EFL teachers to promote positive emotions and classroom engagement.

本研究探讨人工智能辅助下的外语课堂对学习者外语情绪和外语参与的影响。数据涉及中国东部一所大学的465名英语学生。采用单因素方差分析（ANCOVA）、配对样本t检验、结构方程模型和心理网络分析来检验人工智能辅助对FL情绪和敬业度的调节效果。结果显示，与传统的外语课堂环境相比，采用人工智能在提高外语享受（FLE）和参与以及减少外语焦虑（FLCA）和无聊（FLB）方面具有积极作用。FL情绪在FL投入与AI的关系中成为显著中介因素，其中FL表现出最强的中介作用。研究结果还揭示了外语情绪和外语投入之间复杂的相互作用，并强调了外语学习在人工智能辅助的外语课堂中调解和影响系统的关键作用。研究结果有助于加深我们对人工智能在增强FLE和FL接合同时减少FLB和FLCA方面的理解。本研究也为英语教师提供了促进积极情绪和课堂参与的教学见解。

{"title":"The complex interactions between foreign language emotions and engagement in AI-assisted EFL classrooms","authors":"Shuai Dong, Hao Wang, Jihua Dong","doi":"10.1016/j.system.2025.103900","DOIUrl":"10.1016/j.system.2025.103900","url":null,"abstract":"<div><div>This study explored the effectiveness of AI-assisted EFL classrooms on EFL learners’ FL emotions and foreign language engagement (FL engagement). The data involved 465 EFL students from a university in eastern China. One-way ANCOVA, paired sample T-test, structural equation model, and psychological network analysis were adopted to examine the effectiveness of AI assistance on moderating FL emotions and engagement. The results showed a positive effect of adopting AI in enhancing FL enjoyment (FLE) and engagement and reducing FL anxiety (FLCA) and boredom (FLB) compared to the traditional EFL classroom setting. FL emotions emerged as significant mediating factors in the link between FL engagement and AI, while FLE demonstrated the strongest mediating effect. The results also revealed complex interactions between the FL emotions and FL engagement and highlighted the pivotal role of FLE in mediating and influencing the system in AI-assisted EFL classrooms. The findings help to enhance our understanding of AI in enhancing FLE and FL engagement while reducing FLB and FLCA. This study also provides pedagogical insights for EFL teachers to promote positive emotions and classroom engagement.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103900"},"PeriodicalIF":5.6,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145580107","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}

引用次数: 0

Language teacher motivation in an unequal world: In search of the bigger picture 语言教师在不平等世界中的动机：寻找更大的图景

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-30 DOI: 10.1016/j.system.2025.103902

Karim Sadeghi

This introduction paper begins with an attempt to understand the concept of motivation, and glimpses into some of the theories proposed to account for this phenomenon. The question of why L2 teacher motivation needs investigation is taken up next, followed by a brief overview of L2 teacher motivation research. Gaps in the current research on L2 teacher motivation are then identified, including the need for placing motivation research within the broader socio-economic context as well as researching non-English L2 teachers. A summary of the studies published in this special issue follows next, with conclusions and future directions for researching L2 teacher motivation in an increasingly unequal world.

这篇导论论文首先试图理解动机的概念，并简要介绍了一些解释这一现象的理论。其次，本文探讨了第二语言教师动机为何需要调查的问题，并对第二语言教师动机的研究进行了简要概述。然后确定了当前第二语言教师动机研究中的空白，包括将动机研究置于更广泛的社会经济背景下以及研究非英语第二语言教师的必要性。以下是本期特刊中发表的研究总结，以及在日益不平等的世界中研究第二语言教师动机的结论和未来方向。

引用次数: 0

Global and educational disparities in AI integration: A study of L2 teacher training and usage patterns 人工智能整合中的全球和教育差异：第二语言教师培训和使用模式的研究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-30 DOI: 10.1016/j.system.2025.103901

Kristin J. Davin , Scott Kissau , Helga Haudeck , Benjamin Ade-Thurow , Diana Gómez-Pereira , P.T. Oon , Alex Dornburg

Generative Artificial Intelligence (GenAI) is reshaping education by introducing tools that enhance teaching methodologies, personalize learning, and streamline administrative tasks. However, adoption of these tools remains uneven, raising concerns about disparities in AI literacy and competency across geographic regions and educational contexts. Through the lens of Innovation Diffusion Theory, we investigated the adoption of GenAI tools among second language (L2) teachers in the United States, Colombia, Germany, and Macau. Using survey data, we assessed four areas: accessibility of GenAI tools, teacher knowledge of potential applications, integration in teaching practices, and the nature of professional development provided. Our results indicated substantial intra- and inter-context variance, with U.S. and Colombian educators reporting higher familiarity and usage compared to those from Germany and Macau. Additionally, university and high school teachers were more likely to access professional development and leverage GenAI for tasks like assessment and differentiation than elementary or middle school educators, regardless of geographic setting. These disparities align with broader trends in AI adoption, reflecting heterogeneity in cultural attitudes, systemic barriers, and institutional support. These findings contribute to Innovation Diffusion Theory by illustrating how accessibility, knowledge, and institutional support interact across diverse contexts. They offer practical guidance for policymakers and educational leaders to develop targeted interventions that promote equitable GenAI integration in language education worldwide.

生成式人工智能（GenAI）通过引入改进教学方法、个性化学习和简化管理任务的工具，正在重塑教育。然而，这些工具的采用仍然不均衡，这引发了人们对人工智能素养和能力在地理区域和教育背景之间差异的担忧。通过创新扩散理论的视角，我们调查了美国、哥伦比亚、德国和澳门的第二语言教师使用GenAI工具的情况。利用调查数据，我们评估了四个方面：GenAI工具的可访问性、教师对潜在应用的了解、教学实践的整合以及所提供的专业发展的性质。我们的研究结果表明，美国和哥伦比亚的教育工作者报告说，与德国和澳门的教育工作者相比，他们对英语的熟悉程度和使用率更高。此外，无论地理环境如何，大学和高中教师比小学或中学教育工作者更有可能获得专业发展，并利用GenAI来完成评估和区分等任务。这些差异与人工智能采用的更广泛趋势相一致，反映了文化态度、系统障碍和制度支持的异质性。这些发现通过说明可及性、知识和制度支持如何在不同背景下相互作用，为创新扩散理论做出了贡献。它们为政策制定者和教育领导者提供了实际指导，以制定有针对性的干预措施，促进全球语言教育中公平的GenAI整合。

{"title":"Global and educational disparities in AI integration: A study of L2 teacher training and usage patterns","authors":"Kristin J. Davin , Scott Kissau , Helga Haudeck , Benjamin Ade-Thurow , Diana Gómez-Pereira , P.T. Oon , Alex Dornburg","doi":"10.1016/j.system.2025.103901","DOIUrl":"10.1016/j.system.2025.103901","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) is reshaping education by introducing tools that enhance teaching methodologies, personalize learning, and streamline administrative tasks. However, adoption of these tools remains uneven, raising concerns about disparities in AI literacy and competency across geographic regions and educational contexts. Through the lens of Innovation Diffusion Theory, we investigated the adoption of GenAI tools among second language (L2) teachers in the United States, Colombia, Germany, and Macau. Using survey data, we assessed four areas: accessibility of GenAI tools, teacher knowledge of potential applications, integration in teaching practices, and the nature of professional development provided. Our results indicated substantial intra- and inter-context variance, with U.S. and Colombian educators reporting higher familiarity and usage compared to those from Germany and Macau. Additionally, university and high school teachers were more likely to access professional development and leverage GenAI for tasks like assessment and differentiation than elementary or middle school educators, regardless of geographic setting. These disparities align with broader trends in AI adoption, reflecting heterogeneity in cultural attitudes, systemic barriers, and institutional support. These findings contribute to Innovation Diffusion Theory by illustrating how accessibility, knowledge, and institutional support interact across diverse contexts. They offer practical guidance for policymakers and educational leaders to develop targeted interventions that promote equitable GenAI integration in language education worldwide.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"136 ","pages":"Article 103901"},"PeriodicalIF":5.6,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467335","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}

引用次数: 0

System最新文献