System最新文献_第7页

EFL learners’ flow experience in story continuation writing 英语学习者在故事连篇写作中的流体验

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-24 DOI: 10.1016/j.system.2025.103932

Yanting Wu, Lin Jiang

Despite the recognized importance of flow experience in enhancing language learning outcomes, L2 writing remains an understudied domain where learners consistently report lower flow levels compared to other language tasks (Zuniga, 2023). This study addresses two gaps: (1) the overreliance on quantitative approaches and non-linguistic theoretical frameworks in existing flow studies, and (2) the less attention given to flow in writing contexts. Focusing specifically on story continuation writing, the present study employed a qualitative analysis of 108 university students' reflective diaries to examine the phenomenological characteristics and influencing factors of flow experience. Three features of flow experience emerged from the data: transcendence of self, complex emotions, and a flood of creative flow. The study further reveals that inherent task characteristics, such as accessible linguistic models, interestingness of story, clues, and suspense setting, to name just a few, effectively stimulate learners' interest and then help learners enter the flow state. Furthermore, balancing skills and challenges through environmental control and mastery of preceding texts' languages and clues, goal-setting through outlining, and immediate feedback through creative breakthroughs also significantly affect flow experience.

尽管流体验在提高语言学习成果方面的重要性得到了公认，但第二语言写作仍然是一个未被充分研究的领域，与其他语言任务相比，学习者一直报告流水平较低（Zuniga, 2023）。本研究解决了两个空白：(1)现有流研究过度依赖定量方法和非语言理论框架；(2)对写作语境中的流关注较少。本研究以故事续篇写作为研究对象，对108名大学生的反思性日记进行定性分析，探讨心流体验的现象学特征及其影响因素。数据显示了心流体验的三个特征：超越自我、复杂的情感和大量的创造性心流。本研究进一步揭示了任务的固有特征，如语言模型的可及性、故事的趣味性、线索和悬念设置等，可以有效地激发学习者的兴趣，从而帮助学习者进入心流状态。此外，通过环境控制和掌握前面文本的语言和线索来平衡技能和挑战，通过概述来设定目标，通过创造性突破来即时反馈，也会显著影响心流体验。

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引用次数: 0

Centering critical digital literacy in the lives of language teaching professionals: A collaborative autoethnographic exploration 在语言教学专业人员的生活中以关键数字素养为中心：一种协作式的自我民族志探索

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-22 DOI: 10.1016/j.system.2025.103930

Nari Kim , Ming Ming Cheung , Vashti Wai Yu Lee , Peter I. De Costa

Consistent with recent calls to critically recognize how digital technologies shape ideologies, inequities, and exclusion, we present findings from our critical collaborative autoethnography. Performing a dual role of being autoethnographers and critical friends to each other (Alan et al., 2021), we complemented “internal” data generated from our memory with “external” data from outside sources, such as documents and artifacts from our teaching, to push our thinking further. By engaging in constructive dialogue with and among ourselves, we explored in a multivocal manner (Lapadat, 2017) how the dual identity roles we inhabit as transnational teachers and teacher educators shaped our understanding of critical digital literacy (CDL). We revisited our prior experiences as teachers—when our awareness of CDL was limited—and reflected on how, as teacher educators, we can facilitate its development through our current work with pre-service teachers. Specifically, by integrating CDL into our recent teacher education work, we demonstrate how our pre-service teachers (a) critically examined how YouTube's algorithm created filter bubbles and reinforced linguistic and cultural hierarchies, and (b) reinterpreted deficit discourses about emergent bi/multilingual learners through a Reddit exit ticket activity. By adopting a CDL lens within the framework of platform studies (Nichols & Garcia, 2022), this study thus also addresses the political-economic and technological dimensions of platforms, which remain relatively underexplored. Through this approach, we aim to expand the focus of critical digital literacy discussions beyond learners to include teachers and teacher educators. We close with a call for incorporating CDL development into pre-service teacher education programs.

与最近呼吁批判性地认识数字技术如何塑造意识形态、不平等和排斥一致，我们提出了我们批判性合作的自我民族志的发现。扮演着自我民族志学家和彼此重要朋友的双重角色（Alan et al., 2021），我们用来自外部来源的“外部”数据（如来自我们教学的文件和文物）补充了从我们的记忆中产生的“内部”数据，以进一步推动我们的思维。通过与我们之间进行建设性对话，我们以多种方式探索了我们作为跨国教师和教师教育者的双重身份角色如何塑造了我们对关键数字素养（CDL）的理解（Lapadat, 2017）。我们回顾了我们以前作为教师的经历——当时我们对CDL的认识是有限的——并反思了作为教师教育者，我们如何通过目前与职前教师的合作促进CDL的发展。具体而言，通过将CDL整合到我们最近的教师教育工作中，我们展示了我们的职前教师如何(a)批判性地检查YouTube算法如何产生过滤气泡并加强语言和文化等级，以及(b)通过Reddit退场票活动重新解释关于新兴双/多语言学习者的缺陷话语。通过在平台研究框架内采用CDL视角（Nichols &; Garcia, 2022），本研究还解决了平台的政治-经济和技术维度，这些方面的探索仍然相对不足。通过这种方法，我们的目标是将关键数字素养讨论的焦点从学习者扩展到教师和教师教育者。我们最后呼吁将CDL发展纳入职前教师教育计划。

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引用次数: 0

Task type, task elements, and L2 grit: Predictors of ESL learners’ behavioural engagement in computer-mediated oral tasks 任务类型、任务要素和第二语言砂砾：计算机介导的口语任务中ESL学习者行为投入的预测因素

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-20 DOI: 10.1016/j.system.2025.103925

Xuyan Qiu , Gavin Bui , Xinxin Yao

The behavioural dimension of task engagement, defined as learners' concentration, attention, and efforts during task execution, plays a vital role in second language acquisition. This study explores how task type (narrative vs. decision-making tasks) and the number of elements (more vs. fewer task elements) affect L2 learners' behavioural engagement, and investigates how learners with different L2 grit dispositions engage in tasks of varying types and element numbers. Sixty English-as-a-second-language (ESL) learners performed two narrative tasks and two decision-making tasks involving different numbers of elements in synchronous video-based computer-mediated communication. They also completed a L2 grit scale, measuring their persistence of effort (POE) and consistency of interest (COI). Linear mixed-effects models were employed to examine the effects of task type, number of elements, and L2 grit on behavioural engagement. Task type significantly impacted behavioural engagement, with narrative tasks fostering higher engagement than decision-making tasks. Learners also showed greater engagement in tasks with more elements, but no interaction effects were found between task type and number of elements. L2 grit, particularly COI, affected the impact of task type on behavioural engagement, with gritty learners demonstrating greater engagement in narrative tasks. These findings highlight the crucial role of L2 grit in behavioural engagement across different levels of complexity and types, offering pedagogical insights for tailoring tasks to learners’ unique characteristics.

任务参与的行为维度，即学习者在任务执行过程中的注意力集中和努力程度，在二语习得中起着至关重要的作用。本研究探讨了任务类型（叙事任务vs决策任务）和任务元素数量（多任务元素vs少任务元素）如何影响二语学习者的行为参与，并调查了具有不同二语砂砾倾向的学习者如何参与不同类型和元素数量的任务。60名英语为第二语言（ESL）的学习者在基于同步视频的计算机媒介交流中执行了两项涉及不同数量元素的叙述任务和两项决策任务。他们还完成了L2砂砾量表，测量他们的努力持久性（POE）和兴趣一致性（COI）。采用线性混合效应模型来检验任务类型、要素数量和L2砂砾对行为投入的影响。任务类型显著影响行为投入，叙述任务比决策任务培养更高的投入。学习者在具有更多元素的任务中也表现出更大的参与度，但在任务类型和元素数量之间没有发现交互作用。第二语言勇气，尤其是COI，影响了任务类型对行为投入的影响，有勇气的学习者在叙述任务中表现出更大的投入。这些发现强调了第二语言砂砾在不同复杂程度和类型的行为参与中的关键作用，为根据学习者的独特特征定制任务提供了教学见解。

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引用次数: 0

A comparative study of pragmatic performance of internal modification in continuation tasks of online reviews: Generative AI versus EFL learners 在线评论延续任务中内部修改语用表现的比较研究：生成人工智能与英语学习者

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-20 DOI: 10.1016/j.system.2025.103929

Hua Cai, Wei Ren

Recent advances in Artificial Intelligence (AI) and Large Language Models (LLMs) have underscored their potential in second language (L2) pragmatics instruction. This study conducts a comparative analysis of 40 ChatGPT-generated and 40 Chinese EFL learner-produced online continuation reviews, systematically examining pragmatic internal modification across emotional valences. The findings reveal that: 1) In positive reviews, ChatGPT demonstrated superior diversity of lexical intensifiers and appropriate punctuation usage, whereas learners exhibited greater contextual sensitivity in modulating punctuation emphasis across different levels of emotion; 2) In negative reviews, ChatGPT displayed stronger command of genre-specific modality hedges and understaters, but lagged in flexibility in syntactic negating device; 3) Valence effects were stronger on ChatGPT's modification choices compared to EFL learners, suggesting GenAI's priority to predictability and safety and learners' emphasis on authenticity and adaptability. These findings not only enhance our understanding of LLM's pragmatic production capability with regard to internal modification but also propose a tripartite integration framework for ChatGPT in L2 pragmatics instruction: as a pragmatic input facilitator, automated feedback provider, and conversational tutor.

人工智能（AI）和大型语言模型（llm）的最新进展强调了它们在第二语言（L2）语用学教学中的潜力。本研究对40篇chatgpt生成的在线续语评论和40篇中国英语学习者生成的在线续语评论进行了比较分析，系统地考察了跨情绪效价的语用内部修正。结果表明：1)在积极评价中，ChatGPT在词汇强化语和标点符号使用方面表现出了更强的多样性，而学习者在不同情绪水平下调节标点强调的语境敏感性更强；2)在差评中，ChatGPT对特定体裁的情态模糊限制语和低估语的掌握程度较强，但句法否定手段的灵活性较差；(3)与英语学习者相比，英语学习者的修饰选择的效价效应更强，表明英语学习者更重视可预测性和安全性，而英语学习者更重视真实性和适应性。这些发现不仅增强了我们对法学硕士内部修改的语用生产能力的理解，而且为ChatGPT在第二语言语用教学中提出了一个三方整合框架：作为语用输入促进者、自动反馈提供者和会话导师。

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引用次数: 0

The prevalence and predictors of directed motivational currents among secondary and tertiary L2 english learners in China 定向动机流在中国二、三年级英语学习者中的流行程度及其预测因素

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-20 DOI: 10.1016/j.system.2025.103926

Chuanwei Huo , Jason M. Stephens , Lawrence Jun Zhang

Directed Motivational Currents (DMCs), intense, sustained, goal-directed motivation, have emerged as a noteworthy construct in second language (L2) motivation research. While they hold potential to drive exceptional learning outcomes, more empirical evidence is needed on their initiation and predictors, particularly in non-Western contexts. This study investigated the prevalence and predictors of DMCs among Chinese EFL learners at the secondary (n = 397) and tertiary (n = 343) levels. Overall, 73.5 % of participants reported DMC experiences across contexts, with 64.6 % specifically affirming such motivation during English learning projects; conversely, only 6.8 % (n = 50) reported never experiencing DMCs in English learning. In the English learning context, DMC intensity correlated with expectancy for success, intrinsic interest, utility value, parental encouragement, and teacher/course evaluations; however, hierarchical regression identified expectancy for success and parental encouragement as the strongest predictors after controlling for demographics. MANOVA showed that students’ choice of major was significantly related to the personal experience of DMC in English learning, and paired t-tests confirmed significant English proficiency gains following such experiences. These findings highlight the prevalence of DMCs across educational stages and extend DMC theory by underscoring the role of situational and interpersonal factors in shaping these intense motivational states.

定向动机流（DMCs）是一种强烈的、持续的、目标导向的动机，是第二语言动机研究中一个值得关注的概念。虽然它们有潜力推动卓越的学习成果，但需要更多的经验证据来证明它们的启动和预测因素，特别是在非西方环境中。本研究调查了二级（n = 397）和三级（n = 343）中国英语学习者的DMCs患病率及其预测因素。总体而言，73.5%的参与者报告了跨情境的DMC经历，64.6%的参与者在英语学习项目中明确肯定了这种动机；相反，只有6.8% （n = 50）的人报告在英语学习中从未经历过dmc。在英语学习情境中，DMC强度与成功期望、内在兴趣、效用价值、父母鼓励和教师/课程评价相关；然而，在控制人口统计因素后，分层回归发现对成功的期望和父母的鼓励是最强的预测因素。方差分析显示，学生的专业选择与DMC在英语学习中的个人经历显著相关，配对t检验证实了这种经历后学生的英语水平显著提高。这些发现强调了DMC在教育阶段的普遍性，并通过强调情境和人际因素在形成这些强烈动机状态中的作用，扩展了DMC理论。

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引用次数: 0

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-19 DOI: 10.1016/j.system.2025.103920

Anna Mystkowska-Wiertelak

引用次数: 0

Using LLAMA_B as a predictor of L2 vocabulary learning by young learners LLAMA_B作为二语学习者词汇学习的预测因子

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-19 DOI: 10.1016/j.system.2025.103921

Carmen Muñoz , Ariane Ruiz de Apodaca

Studies of language learning aptitude with young learners are scarce. This study aims to contribute to this area by examining the role of aptitude in foreign language vocabulary acquisition among primary school learners and comparing it to the well-established predictive role of vocabulary size. Participants were 95 Catalan-Spanish bilingual learners of English (ages ranged from 10 to 12 years old). We examined two different measures of aptitude – LLAMA_B (from the LLAMA Battery) and Number Learning from the Catalan adaptation of the Elementary Modern Language Aptitude Test (MLAT-EC) – and found that the former was a stronger discriminator of individual differences in aptitude for this learner group than the latter. Additionally, we compared the predictive strength of LLAMA_B with that of previous vocabulary size, as measured by a Vocabulary Size Test, for two vocabulary learning tasks: a Flashcard task (verbal-visual associations) and a Wordlist task (verbal-verbal associations). Both LLAMA_B and previous vocabulary size appeared as significant predictors of vocabulary learning, confirming the predictive strength of vocabulary size and yielding evidence for the appropriateness of LLAMA_B for children at this age. Finally, we examined the potential impact of shared modality between LLAMA_B and the Flashcard task but did not find the expected effect. The discussion considers the role of multimodality and cognitive load, among other factors, and concludes that further research is needed to precisely assess the suitability of aptitude tests for different ages within young learners.

关于年轻学习者语言学习能力的研究很少。本研究旨在探讨能力倾向在小学外语词汇习得中的作用，并将其与词汇量的预测作用进行比较。参与者是95名加泰罗尼亚-西班牙双语英语学习者（年龄从10岁到12岁不等）。我们检查了两种不同的能力倾向测量- LLAMA_B（来自LLAMA Battery）和来自加泰罗尼亚语改编的基础现代语言能力倾向测试（mlatc - ec）的数字学习-发现前者比后者更能区分学习者群体的个体能力差异。此外，我们比较了LLAMA_B与先前词汇量的预测强度，通过词汇量测试测量，在两个词汇学习任务：抽认卡任务（言语-视觉联想）和单词列表任务（言语-言语联想）中。LLAMA_B和以前的词汇量都是词汇学习的显著预测因子，证实了词汇量的预测强度，并为LLAMA_B适用于该年龄段的儿童提供了证据。最后，我们检查了LLAMA_B和抽认卡任务之间共享模态的潜在影响，但没有发现预期的效果。讨论考虑了多模态和认知负荷的作用，以及其他因素，并得出结论，需要进一步的研究来准确评估不同年龄的年轻学习者的能力倾向测试的适用性。

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引用次数: 0

Developing the Productive Academic Formulas Test: Evidence from Rasch and factor analysis and cognitive fluency analysis 开发生产性学术公式测试：来自Rasch和因子分析和认知流畅性分析的证据

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-19 DOI: 10.1016/j.system.2025.103922

Kotaro Takizawa , Shungo Suzuki

The aim of this study is to explore the validity of the Productive Academic Formulas Test (PAFT), developed from items in the Academic Formulas List (Simpson-Vlach & Ellis, 2010). A total of 110 Japanese undergraduate students learning English took the PAFT, the Productive Vocabulary Levels Test (PVLT; Laufer & Nation, 1999), and the Phrasal Vocabulary Size Test (PVST; Martinez, 2011). After calibrating the PAFT items using Rasch dichotomous modeling, the convergent and discriminant validity of the PAFT was examined through confirmatory factor analysis (CFA). The four theoretical CFA models were tested: (1) single-factor model (vocabulary knowledge), (2) two-factor model (single vocabulary vs. multiword sequence), (3) two-factor model (receptive vocabulary vs. productive vocabulary), and (4) three-factor model (single vocabulary vs. productive multiword sequence vs. receptive multiword sequence). The predictive power of the PAFT was also examined by predicting L2 utterance fluency measures (speed, breakdown, and repair fluency) elicited from an argumentative speech task. The results indicated that the PAFT demonstrated satisfactory psychometric properties (unidimensionality and high reliability) and construct validity as a measure of productive multiword sequence knowledge. Regression analyses with dominance analysis procedure revealed that the PVLT scores contributed most strongly to most of the fluency measures (dominance weight: 34.9 %–59.1 %), followed by the scores of PAFT (20.1 %–30.2 %) and PVST (13.2 %–45.1 %). Implications for vocabulary testing and for the contribution of vocabulary knowledge to fluency are discussed.

本研究的目的是探索生产性学术公式测试（PAFT）的有效性，该测试是从学术公式列表中的项目发展而来的（Simpson-Vlach & Ellis, 2010）。共有110名日本大学生参加了PAFT、生产性词汇水平测试（PVLT; Laufer & Nation, 1999）和短语词汇量测试（PVST; Martinez, 2011）。采用Rasch二分类模型对PAFT项目进行校正后，通过验证性因子分析（CFA）检验PAFT的收敛效度和判别效度。对四种CFA理论模型进行了检验：(1)单因素模型（词汇知识），(2)双因素模型（单一词汇vs多词序列），(3)双因素模型（接受性词汇vs生产性词汇），(4)三因素模型（单一词汇vs生产性多词序列vs接受性多词序列）。PAFT的预测能力也通过预测从辩论性言语任务中引出的第二语言流利度测量（速度、中断和修复流利度）来检验。结果表明，PAFT具有良好的心理测量特性（单维性和高信度）和结构效度，可作为生产性多词序列知识的衡量标准。运用优势度分析程序进行回归分析，发现PVLT分数对大部分流利性指标的贡献最大（优势度权重为34.9% ~ 59.1%），其次是PAFT分数（优势度权重为20.1% ~ 30.2%）和PVST分数（优势度权重为13.2% ~ 45.1%）。讨论了词汇测试的意义以及词汇知识对流利性的贡献。

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引用次数: 0

Managing interactional (In)competence through laughter in peer L2 word search sequences 通过笑声在同伴二语单词搜索序列中管理互动能力

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-15 DOI: 10.1016/j.system.2025.103918

Aki Siegel

This study examines how laughter is used to manage interactional (in)competence during word search sequences in peer L2 English interactions. While research has highlighted the diverse roles of laughter in L1 interaction and L2 classroom discourse, little attention has been paid to its role in L2 peer talk, particularly in online environments. Drawing on 548 min of Zoom conversations among 16 university students in Sweden and Japan, this study employs conversation analysis (CA) to explore how laughter emerges in during word search sequences–moments where speakers display difficulty retrieving a lexical item. Analysis identifies four recurrent positions for laughter: post-candidate word, pre-candidate word, with candidate word, and post-word search marker. Findings show that laughter functions not merely as an affective marker, but as an interactional resource that can (a) display difficulty in lexical retrieval, (b) pre-emptively flag a candidate word as potentially problematic, and (c) invite interlocutor to join the word search. However, the effectiveness of laughter as an interactional resource depends on a shared context, explicit cues, and the affordances of online communication. In some cases, laughter failed to facilitate progressivity, leading to prolonged or abandoned searches. Beyond its interactional role, laughter also reveals tensions between speakers’ current linguistic repertoire and their awareness of the linguistic repertoire they need. The study argues that laughter reveals both interactional competence–through cooperative management of trouble–and interactional incompetence, through reliance on laughter and their interlocutor. The findings suggest the need to raise awareness of explicit word search markers to enhance communicative clarity.

本研究探讨了在同伴二语英语互动中，笑是如何被用来管理单词搜索序列中的互动能力的。虽然研究强调了笑在第一语言互动和第二语言课堂话语中的不同作用，但很少有人关注它在第二语言同伴交谈中的作用，特别是在网络环境中。这项研究利用瑞典和日本16名大学生548分钟的Zoom对话，采用对话分析（CA）来探索在单词搜索序列中（说话者在检索词汇时表现出困难的时刻）笑声是如何出现的。分析确定了笑的四种重复出现的位置：候选词后、候选词前、候选词后和词后搜索标记。研究结果表明，笑声不仅是一种情感标记，而且是一种互动资源，它可以(a)显示词汇检索的困难，(b)先发制人地标记候选词可能有问题，(c)邀请对话者加入单词搜索。然而，笑声作为一种互动资源的有效性取决于共享的环境、明确的线索和在线交流的支持。在某些情况下，笑声不能促进进步，导致延长或放弃搜索。除了它的互动作用，笑还揭示了说话者目前的语言储备和他们对自己需要的语言储备的意识之间的紧张关系。该研究认为，笑声同时揭示了互动能力（通过合作处理麻烦）和互动无能（通过依赖笑声和对话者）。研究结果表明，需要提高明确的单词搜索标记的意识，以提高沟通的清晰度。

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引用次数: 0

Doing the task, doing the relationship: Responses to self-assessment and advice in peer reflection on microteaching 做任务，做关系：对微格教学同伴反思中自我评价与建议的回应

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-11-15 DOI: 10.1016/j.system.2025.103924

Eunseok Ro , Mika Ishino

引用次数: 0