Pub Date : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub Date: 2025-11-20DOI: 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.
{"title":"The prevalence and predictors of directed motivational currents among secondary and tertiary L2 english learners in China","authors":"Chuanwei Huo , Jason M. Stephens , Lawrence Jun Zhang","doi":"10.1016/j.system.2025.103926","DOIUrl":"10.1016/j.system.2025.103926","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103926"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145691430","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}
This mixed-methods study investigates the role of translanguaging in writing assessments among Jordanian undergraduate students enrolled in English as a Foreign Language (EFL) programs. While translanguaging has gained global traction as a pedagogical and epistemological framework, its application in assessment, particularly in Arab higher education, remains underexplored. Drawing on qualitative and quantitative data from multilingual writing tasks, reflective responses, surveys (N = 100), and focus group interviews (N = 18), this study examines how students engage in translanguaging during academic evaluations, and how such practices intersect with identity, confidence, fairness, and institutional norms. In this context, translanguaging refers specifically to the alternation between English and Arabic, as Arabic was the only additional language reported and observed in students’ academic work. The findings reveal five interconnected themes: (1) translanguaging as a cognitive and creative resource, (2) identity affirmation and emotional safety, (3) perceived fairness and institutional tension, (4) strategic language use and self-regulation, and (5) assessment anxiety stemming from unclear policies and lingering English-only ideologies. Participants reported that Arabic facilitated richer, culturally grounded, and emotionally expressive writing. However, they also expressed uncertainty about how such work would be received, reflecting a gap between classroom-level pedagogical openness and policy-level assessment rigidity. The study highlights translanguaging as a site of both empowerment and vulnerability, challenging prevailing assumptions about linguistic purity and academic legitimacy. It argues for a shift toward plurilingual, student-centered assessment frameworks that recognise language as a dynamic, identity-infused resource. Findings contribute to ongoing efforts to reform educational policy and practice toward greater linguistic inclusivity and cognitive justice in multilingual societies.
{"title":"Translanguaging in Jordanian EFL assessment: Cognitive scaffolding, identity expression, and institutional friction","authors":"Mohamad Almashour , Hesham Aldamen , Marwan Jarrah , Mutasim Al-Deaibes","doi":"10.1016/j.system.2025.103917","DOIUrl":"10.1016/j.system.2025.103917","url":null,"abstract":"<div><div>This mixed-methods study investigates the role of translanguaging in writing assessments among Jordanian undergraduate students enrolled in English as a Foreign Language (EFL) programs. While translanguaging has gained global traction as a pedagogical and epistemological framework, its application in assessment, particularly in Arab higher education, remains underexplored. Drawing on qualitative and quantitative data from multilingual writing tasks, reflective responses, surveys (N = 100), and focus group interviews (N = 18), this study examines how students engage in translanguaging during academic evaluations, and how such practices intersect with identity, confidence, fairness, and institutional norms. In this context, translanguaging refers specifically to the alternation between English and Arabic, as Arabic was the only additional language reported and observed in students’ academic work. The findings reveal five interconnected themes: (1) translanguaging as a cognitive and creative resource, (2) identity affirmation and emotional safety, (3) perceived fairness and institutional tension, (4) strategic language use and self-regulation, and (5) assessment anxiety stemming from unclear policies and lingering English-only ideologies. Participants reported that Arabic facilitated richer, culturally grounded, and emotionally expressive writing. However, they also expressed uncertainty about how such work would be received, reflecting a gap between classroom-level pedagogical openness and policy-level assessment rigidity. The study highlights translanguaging as a site of both empowerment and vulnerability, challenging prevailing assumptions about linguistic purity and academic legitimacy. It argues for a shift toward plurilingual, student-centered assessment frameworks that recognise language as a dynamic, identity-infused resource. Findings contribute to ongoing efforts to reform educational policy and practice toward greater linguistic inclusivity and cognitive justice in multilingual societies.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103917"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145528115","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 : 2026-02-01Epub Date: 2025-12-08DOI: 10.1016/j.system.2025.103935
Norbella Miranda , José Aldemar Álvarez Valencia , Maritza M. Martínez-Sánchez , Gloria J. Ronzon-Montiel , Sonia Morán Panero , Will Baker
English language teaching (ELT) has traditionally been influenced by hegemonic worldviews and standardized practices stemming from the Global North that perpetuate the subaltern position of local actors, their knowledges, languages, and practices. In response to this, teachers find a way to resist and subvert colonial discourses to reconfigure English language policies and the classroom space. This study focused on the role of participants' actions and views in decolonizing ELT. It addresses the research question: What pedagogical orientations, policies, and practices are found to be successful in decolonizing English in ELT within and across the contexts of Colombia and Mexico? Part of a broader multisite international case-study, the report focuses on Southwestern University (Colombia) and the Intercultural University (Mexico). Data were collected through classroom observations and interviews with teachers, administrators, and students. Findings reveal similar decolonial pedagogical practices, including translanguaging and the design and adaptation of teaching materials to facilitate understanding, establish rapport, and strengthen students’ identities. Regarding language policies, both universities seek for the recognition of some local languages and the promotion of other additional languages from a decolonial perspective. Overall, teachers engage with contextual factors and transform the classroom into an inclusive space.
{"title":"Decolonizing ELT practices and policies in higher education: The cases of Mexico and Colombia","authors":"Norbella Miranda , José Aldemar Álvarez Valencia , Maritza M. Martínez-Sánchez , Gloria J. Ronzon-Montiel , Sonia Morán Panero , Will Baker","doi":"10.1016/j.system.2025.103935","DOIUrl":"10.1016/j.system.2025.103935","url":null,"abstract":"<div><div>English language teaching (ELT) has traditionally been influenced by hegemonic worldviews and standardized practices stemming from the Global North that perpetuate the subaltern position of local actors, their knowledges, languages, and practices. In response to this, teachers find a way to resist and subvert colonial discourses to reconfigure English language policies and the classroom space. This study focused on the role of participants' actions and views in decolonizing ELT. It addresses the research question: What pedagogical orientations, policies, and practices are found to be successful in decolonizing English in ELT within and across the contexts of Colombia and Mexico? Part of a broader multisite international case-study, the report focuses on Southwestern University (Colombia) and the Intercultural University (Mexico). Data were collected through classroom observations and interviews with teachers, administrators, and students. Findings reveal similar decolonial pedagogical practices, including translanguaging and the design and adaptation of teaching materials to facilitate understanding, establish rapport, and strengthen students’ identities. Regarding language policies, both universities seek for the recognition of some local languages and the promotion of other additional languages from a decolonial perspective. Overall, teachers engage with contextual factors and transform the classroom into an inclusive space.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103935"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145748409","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 : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub Date: 2025-11-15DOI: 10.1016/j.system.2025.103924
Eunseok Ro , Mika Ishino
{"title":"Doing the task, doing the relationship: Responses to self-assessment and advice in peer reflection on microteaching","authors":"Eunseok Ro , Mika Ishino","doi":"10.1016/j.system.2025.103924","DOIUrl":"10.1016/j.system.2025.103924","url":null,"abstract":"","PeriodicalId":48185,"journal":{"name":"System","volume":"137 ","pages":"Article 103924"},"PeriodicalIF":5.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145691431","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 : 2026-02-01Epub 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":"2026-02-01","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 : 2026-01-02DOI: 10.1016/j.system.2025.103969
Lin Sophie Teng , Binghan Zheng
{"title":"","authors":"Lin Sophie Teng , Binghan Zheng","doi":"10.1016/j.system.2025.103969","DOIUrl":"10.1016/j.system.2025.103969","url":null,"abstract":"","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103969"},"PeriodicalIF":5.6,"publicationDate":"2026-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145885740","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}
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