IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-29 DOI: 10.1016/j.system.2025.103897

Francesca Marino

This study investigates English pronunciation teaching videos on TikTok, focusing on how content creators, both first language (L1) and second language (L2) speakers of English, present and teach pronunciation. The research aims to examine if and how these videos embed and contribute to discursively perpetuating language ideologies of nativeness that promote the native speaker model as the ideal standard. Sixty TikTok videos were collected, with 30 created by L1 English speakers from two inner circles, the US and UK, and 30 by self-identified L2 speakers of English. Multimodal critical discourse analysis was employed to compare the discursive strategies used by both L1 and L2 speakers in teaching English pronunciation. The analysis revealed that both L1 and L2 speakers tend to embed ideologies of nativeness through various multimodal discursive practices, including presenting native-like pronunciation as highly desirable, and constructing non-native speaker identity as deficient. The study emphasizes the need to critically evaluate educational content on social media and develop learners’ critical digital literacies through varied pedagogical strategies, including providing them with tools for analyzing and engaging with texts in the digital wilds.

本研究调查了TikTok上的英语发音教学视频，重点关注英语母语（L1）和第二语言（L2）使用者的内容创作者如何呈现和教授发音。本研究旨在考察这些视频是否以及如何嵌入并促进了母语模式作为理想标准的语言意识形态的话语延续。我们收集了60个TikTok视频，其中30个是由来自美国和英国两个核心圈子的母语英语人士制作的，30个是由自称为第二语言的英语人士制作的。采用多模态批评语篇分析比较了母语和二语使用者在英语发音教学中使用的语篇策略。分析表明，母语和第二语言使用者都倾向于通过各种多模态话语实践来嵌入母语意识形态，包括将母语发音呈现为高度可取的，并将非母语人士的身份构建为缺陷。该研究强调需要批判性地评估社交媒体上的教育内容，并通过各种教学策略培养学习者的批判性数字素养，包括为他们提供分析和参与数字世界文本的工具。

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引用次数: 0

A GenAI-supported dialogic model to enhance the functions of peer feedback in EFL writing: a mixed-method interventional study genai支持的对话模型增强同伴反馈在英语写作中的功能：一项混合方法的介入研究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-28 DOI: 10.1016/j.system.2025.103895

Da (Alex) Yan , Feng Tian , Haitao Li , Yu Gao , Jinhui Li

This study explores how a GenAI-supported dialogic model of peer feedback (PF) affects EFL writers' writing performance, self-efficacy, and self-regulated learning (SRL). Drawing on recent conceptual insights into dialogic and hybrid intelligent feedback, the proposed model integrated GenAI into PF processes to assist students in generating, discussing, and re-formulating feedback comments. A total of 74 Chinese EFL undergraduates participated in this mixed-methods experimental study, which was embedded within a 17-week writing course. Thirty-six students from a class were assigned to the experimental group (using the GenAI-supported dialogic model), while thirty-eight from another class were assigned to the control group (engaging only in dyadic dialogic PF). The study adopted a three-pronged data collection technique: (1) feedback-informed performance improvements were measured based on draft and revised versions of writing products across three writing tasks; (2) pre- and post-questionnaires were administered to assess changes in PF and writing self-efficacy beliefs; and (3) semi-structured interviews were conducted after the intervention to gather students' reflections on how the new PF model influenced their SRL. Findings revealed that the intervention promoted performance improvements, enhanced PF self-efficacy, and activated SRL at various stages of dialogic PF. However, no significant effects were observed on writing self-efficacy. The evaluation of the model's impact across three key functional areas of feedback highlights the potential of GenAI to systematically enhance PF in an EFL writing context. This study contributes meaningful implications for educators and researchers aiming to incorporate advanced technologies in formative PF.

本研究探讨了genai支持的同伴反馈对话模型（PF）如何影响英语作家的写作表现、自我效能感和自我调节学习（SRL）。利用最近对对话和混合智能反馈的概念见解，提出的模型将GenAI集成到PF过程中，以帮助学生生成、讨论和重新制定反馈意见。在为期17周的写作课程中，共有74名中国大学生参与了这项混合方法的实验研究。来自一个班级的36名学生被分配到实验组（使用genai支持的对话模型），而来自另一个班级的38名学生被分配到对照组（只参与二元对话PF）。研究采用了三管齐下的数据收集技术：(1)基于三个写作任务的写作产品的草稿和修订版本来衡量反馈信息的绩效改进；(2)通过问卷前和问卷后对写作自我效能感和写作自我效能感信念的变化进行评估；(3)在干预后进行半结构化访谈，以收集学生对新PF模型如何影响他们的SRL的思考。研究发现，干预在对话型写作各阶段均促进了绩效改善、自我效能感的增强和SRL的激活，但对写作自我效能感无显著影响。对该模型在反馈的三个关键功能领域的影响的评估突出了GenAI在英语写作环境中系统地增强PF的潜力。本研究对旨在将先进技术纳入形成性人格的教育者和研究者具有重要意义。

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引用次数: 0

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-28 DOI: 10.1016/j.system.2025.103898

Ian Moodie

引用次数: 0

A dynamic network analysis: Temporal interaction of individual differences and its effect on oral language development 动态网络分析：个体差异的时间交互作用及其对口语发展的影响

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-26 DOI: 10.1016/j.system.2025.103894

Hanjing Yu , Hongying Peng , Marjolijn Verspoor , Man Ding

This longitudinal study with a time-relation intensive approach investigates the dynamic interactions among four ID variables—engagement, teacher autonomy support, learning interest, and foreign language enjoyment—in L2 oral language development. We employed a dynamic network analysis (DNA) to construct a network model based on the four ID variables and tested whether the network structure, specifically the centrality of these ID variables, predicts students’ oral language performance as measured by complexity, accuracy, and fluency. Data were collected among 422 university students with four questionnaires of ID variables and monologic oral tasks over one semester. The findings showed that the network structure of ID variables exhibited relatively high temporal stability, with strengthened connections among these four ID variables over time. The centrality measure, emotional engagement, was found to have a positive relation with accuracy and syntactic complexity, a negative relation with lexical complexity, and no significant relation with fluency. Theoretical, methodological, and pedagogical implications of this study are provided.

本纵向研究采用时间关系密集的方法调查了参与、教师自主支持、学习兴趣和外语享受这四个ID变量在二语口语发展中的动态相互作用。我们采用动态网络分析（DNA）构建了一个基于四个ID变量的网络模型，并测试了网络结构，特别是这些ID变量的中心性，是否可以预测学生的口语表现（以复杂性、准确性和流利度为衡量标准）。本研究以422名大学生为研究对象，在一个学期的时间内，采用四份自我认知变量问卷和单项口头任务问卷进行问卷调查。结果表明，ID变量的网络结构表现出较高的时间稳定性，随着时间的推移，这四个ID变量之间的联系越来越强。中心性测量情绪性投入与准确性和句法复杂性呈正相关，与词汇复杂性呈负相关，与流利性无显著相关。本文提供了本研究的理论、方法和教学意义。

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引用次数: 0

The effects of extramural English reading on phraseology in L2 writing: A key phrase frames approach 英语课外阅读对二语写作中短语的影响：一个关键短语框架方法

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-24 DOI: 10.1016/j.system.2025.103880

Taehyeong Kim , Tove Larsson , Henrik Kaatari , Ying Wang , Pia Sundqvist

Foreign/second language (L2) learners worldwide are increasingly exposed to English outside the classroom through self-initiated, extramural English (EE) activities. Among the diverse types of EE activities, reading stands out as a particularly important activity for students. In particular, it has been shown to foster L2 learner's phraseological knowledge (e.g., phrasal verbs and collocations). This study explores whether the effects of EE reading extend to longer multi-word units by examining discontinuous four-word sequences with a variable slot occupied by fillers (e.g., the most ∗ aspect), known as phrase frames (p-frames). The present study used the Swedish Learner English Corpus (SLEC), which comprises L2 English texts written by junior and senior high school students, to extract texts from learners who read in English every week vs. those who do not. Subsequently, we used a novel method for identifying p-frames that are key to the reading and non-reading groups, respectively, and examined the variability of fillers and structural characteristics of the identified key p-frames. The results show that key p-frames of the reading group are characterized by higher variability than those in the non-reading group. There were very limited differences between the groups at the level of the structural categories, but specifically for the function word frames, the reading group are characterized by p-frames that involved a noun phrase with a post-nominal modifier (e.g., the ∗ of a). In contrast, the non-reading group included more embedded clauses in their texts. Pedagogical implications for the role of language exposure through self-initiated reading are discussed.

世界各地的外语/第二语言（L2）学习者越来越多地通过自发的校外英语（EE）活动接触到课堂外的英语。在各种各样的情感表达活动中，阅读对学生来说是一项特别重要的活动。特别是，它已经被证明可以培养第二语言学习者的短语知识（例如短语动词和搭配）。本研究探讨了情感表达阅读的影响是否延伸到更长的多字单元，通过检查被填充符（例如，最*方面）占据的可变槽的不连续四字序列，称为短语框架（p-框架）。本研究使用瑞典学习者英语语料库（SLEC），其中包括初中和高中学生写的第二语言英语文本，从每周阅读英语的学习者和不阅读英语的学习者中提取文本。随后，我们使用了一种新的方法来识别分别是阅读组和非阅读组的关键p-框架，并检查了填充物的可变性和识别的关键p-框架的结构特征。结果表明，阅读组的关键p-frame的变异性高于非阅读组。在结构范畴层面上，两组之间的差异非常有限，但就功能词框架而言，阅读组的特点是p-框架，其中包含一个名词短语和一个后名修饰语（例如，a的*）。相比之下，不阅读的一组在他们的文本中包含了更多的嵌入条款。本文还讨论了语言接触在自主阅读中的作用。

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引用次数: 0

Using short-story narrative analysis to understand tensions in language education practitioner-research 运用短篇故事叙事分析理解语言教育从业者研究中的紧张关系

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-24 DOI: 10.1016/j.system.2025.103874

April S. Salerno , Amanda K. Kibler , Elena Andrei

As language teacher educators and practitioner-researchers who support pre-/in-service teachers as they undertake classroom-based research in graduate programs, our work is poised between two ecologies: the classrooms where our students research their practice and the university-based programs where they study. At this research-practice nexus, a key problem includes the persistent gaps between these two ecologies. We ask: What do a language teacher educator's narratives about her students' practitioner-research tell us about the ecological nature of barriers and supports to pre-/in-service K-12 teachers' practitioner-research? How can these narratives inform our understanding of these barriers and supports at local, institutional, and societal levels? We employ critical collaborative autoethnographic approaches and Barkhuizen's scales of context framing. Data include narratives from April's 10 years of teaching graduate students who learn and conduct practitioner-research. We identified ecological tensions spanning supports and barriers: (1) Various constraints of university research do not always fit the realities of K-12 teaching. (2) Practitioner-research generally lies outside the responsibilities of any one position, but it can only be done because of the unique responsibilities that individuals have as K-12 practitioners and as university-based researchers. And (3) the aspects of practitioner-research that make it successful across K-12 and university settings can also contribute to its invisibility or marginalization. Learning how to bridge these ecologies is invaluable not only to practitioner-researchers themselves but also to the larger language teacher-education field. By better understanding these tensions between ecologies, the field can work toward systemic and institutional changes to truly sustain this work.

作为支持在职教师在研究生课程中进行课堂研究的语言教师教育者和实践研究人员，我们的工作处于两种生态之间：我们的学生研究实践的教室和他们学习的大学课程。在这种研究与实践的联系中，一个关键问题包括这两种生态之间持续存在的差距。我们的问题是：语言教师教育工作者关于学生实践者研究的叙述告诉我们，对在职/职前K-12教师实践者研究的障碍和支持的生态本质是什么？这些叙述如何告诉我们在地方、机构和社会层面上对这些障碍和支持的理解？我们采用批判性的协作式自我民族志方法和Barkhuizen的语境框架尺度。数据包括April 10年来教授研究生的叙述，这些研究生学习并进行实践者研究。我们发现了跨越支持和障碍的生态紧张关系：(1)大学研究的各种限制并不总是适合K-12教学的现实。(2)实践者研究通常不属于任何一个职位的职责范围，但它只能通过个人作为K-12实践者和大学研究人员的独特责任来完成。(3)使其在K-12和大学环境中取得成功的实践者研究方面也可能导致其被忽视或边缘化。学习如何在这些生态之间架起桥梁，不仅对实践者和研究者本身，而且对更大的语言教师教育领域都是无价的。通过更好地理解这些生态之间的紧张关系，该领域可以朝着系统性和制度性的变化努力，以真正维持这项工作。

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引用次数: 0

Implementing reading circles in an EAP course: Novice academic learners’ co-regulation strategies and their attitudinal dispositions 在EAP课程中实施阅读圈：初级学术学习者的协同调节策略及其态度倾向

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-24 DOI: 10.1016/j.system.2025.103893

You Su, Miao Jia

This study implemented academic reading circles (ARC) as a feasible pedagogical approach to foster collaborative reading in EAP curricula. Using a mixed-methods design, we investigated students' learning experiences in ARC activities, focusing on benefits, challenges, and co-regulation strategies, while examining the relationship between these strategies and students' multifaceted attitudinal dispositions toward ARC. Data were collected from 200 Chinese college students through two quantitative surveys measuring co-regulation strategies and ARC attitudes, along with qualitative responses about their collaborative experiences. Findings revealed that ARC activities enhanced students’ perceived comprehension of scholarly texts, understanding of academic writing conventions, and teamwork abilities. However, challenges emerged at both individual and group levels such as insufficient academic reading experience and inadequate group communication. Regression analyses showed that students with stronger co-evaluation strategies demonstrated higher perceived usefulness, affection, engagement, and self-efficacy in ARC activities, while co-monitoring strategies specifically predicted engagement. Co-planning emerged as a significant predictor of perceived usefulness, engagement, and self-efficacy. Analysis of help-related behaviors indicated that students with better help-seeking tendencies showed higher positive affect and perceived usefulness, while those more engaged in help-giving displayed stronger behavioral engagement and self-efficacy. The study concludes with recommendations for enhancing collaborative reading through co-regulation strategies in ARC activities.

本研究将学术阅读圈（ARC）作为一种可行的教学方法来促进EAP课程中的协作阅读。采用混合方法设计，研究了学生在ARC活动中的学习经历，重点研究了利益、挑战和共同调节策略，同时研究了这些策略与学生对ARC的多方面态度倾向之间的关系。本研究通过两项定量调查收集了200名中国大学生的数据，测量了共同监管策略和ARC态度，以及对他们合作经历的定性反应。研究结果显示，ARC活动增强了学生对学术文本的感知理解、对学术写作惯例的理解和团队合作能力。然而，在个人和群体层面都出现了学术阅读经验不足和群体沟通不足等挑战。回归分析显示，具有较强共同评价策略的学生在ARC活动中表现出较高的感知有用性、情感、参与和自我效能感，而共同监测策略对参与有显著的预测作用。共同规划成为感知有用性、参与度和自我效能的重要预测指标。帮助相关行为分析表明，寻求帮助倾向越强的学生表现出更高的积极情感和感知有用性，而给予帮助倾向越强的学生表现出更强的行为投入和自我效能感。该研究最后提出了通过ARC活动中的共同调节策略来加强协作阅读的建议。

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引用次数: 0

Alignment between intended and enacted pedagogies: A study of ELT curriculum innovation implementation in Pakistan 意向教学法与制定教学法的一致性：巴基斯坦英语教学课程创新实施的研究

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-23 DOI: 10.1016/j.system.2025.103872

Shahzad Karim , Nigel Harwood

This study investigates the alignment between English language education (ELE) pedagogy in policy (the pedagogical practices outlined in the ELE national curriculum) and pedagogy in practice (the pedagogical methods implemented by teachers in the classroom) at the secondary level (grades 9–10) in public schools in Punjab, Pakistan. The study is contextualised within the framework of ELE reforms, which were vital components of the broader Education Sector Reforms programme, initiated in Pakistan between 2001 and 2005. As part of these ELE reforms, a revised curriculum for English language instruction was introduced, promoting a comprehensive set of pedagogical principles that prioritise communicative, learner-centred, and inductive teaching approaches. Thirty-six English language lessons by twelve teachers were observed to assess their adherence to the pedagogical practices stipulated by the national curriculum. Additionally, post-observation interviews were conducted with the teachers to explore their reasoning behind the pedagogical strategies they employed or avoided in their instruction. The findings reveal a low level of compliance (29 %) with the recommended pedagogical policy. Key factors contributing to this compliance gap include exam-related pressures, institutional challenges, infrastructure limitations, and students’ low proficiency in English. The study has important implications for education policymakers, curriculum developers, administrators, and teachers.

本研究调查了巴基斯坦旁遮普公立学校中学（9-10年级）英语语言教育（ELE）政策教育学（ELE国家课程中概述的教学实践）和实践教育学（教师在课堂上实施的教学方法）之间的一致性。这项研究是在教育改革的框架内进行的，教育改革是2001年至2005年在巴基斯坦启动的更广泛的教育部门改革计划的重要组成部分。作为这些教育改革的一部分，修订了英语语言教学课程，促进了一套全面的教学原则，优先考虑交际，以学习者为中心和归纳教学方法。研究人员观察了12名教师的36节英语课，以评估他们对国家课程规定的教学实践的遵守程度。此外，对教师进行了观察后访谈，以探讨他们在教学中使用或避免的教学策略背后的原因。调查结果显示，对推荐的教学政策的遵从程度很低（29%）。造成这种遵从性差距的主要因素包括考试相关压力、制度挑战、基础设施限制和学生英语水平低。本研究对教育政策制定者、课程开发者、管理者和教师具有重要的启示意义。

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引用次数: 0

A systematic review of English medium instruction in higher education: An update of Macaro et al. (2018) 高等教育中英语媒介教学的系统回顾：Macaro等人（2018）的更新

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-22 DOI: 10.1016/j.system.2025.103892

Heath Rose , Kari Sahan , Minhui Wei , Ikuya Aizawa , Sihan Zhou , Christopher Shepard

This paper updates Macaro et al.'s (2018) widely cited systematic review of English Medium Instruction (EMI) in higher education, synthesising research published between 2016 and 2023. With EMI research expanding exponentially, this review assesses global trends, language and subject learning outcomes, and language-related challenges in EMI contexts. Due to the growth in research, this update only addresses a subset of the original review questions, namely those focusing on language and content issues. A total of 196 empirical studies were systematically selected and analysed. Findings indicate continued growth in EMI research, with Asia and Europe as the most studied regions. Evidence on language learning outcomes suggests that EMI contributes positively to receptive skills and vocabulary, though productive skills yield mixed results. Regarding content learning, EMI appears not to negatively impact subject attainment, with some studies reporting comparable or even superior outcomes compared to L1 instruction. Language challenges persist, particularly in academic writing and transitions from L1 instruction, though they tend to subside with increased EMI exposure. Research gaps include limited longitudinal studies, underrepresentation of postgraduate EMI, and a lack of qualitative insights into sociolinguistic and pedagogical dimensions. The review highlights the need for a broader research agenda, incorporating EMI's impact on employability, sociolinguistic equity, and long-term academic success. It concludes with recommendations for future research and methodological advancements in EMI studies.

本文更新了Macaro等人（2018）广泛引用的高等教育英语媒介教学（EMI）系统综述，综合了2016年至2023年之间发表的研究。随着EMI研究呈指数增长，本综述评估了全球趋势、语言和学科学习成果以及EMI背景下与语言相关的挑战。由于研究的增长，这次更新只解决了原始评论问题的一个子集，即那些关注语言和内容问题的问题。系统选取并分析了196项实证研究。调查结果表明，EMI研究持续增长，亚洲和欧洲是研究最多的地区。关于语言学习结果的证据表明，EMI对接受技能和词汇有积极的贡献，尽管生产技能产生的结果好坏参半。就内容学习而言，EMI似乎不会对学科成就产生负面影响，一些研究报告的结果与L1教学相当，甚至更好。语言挑战持续存在，特别是在学术写作和从L1教学过渡中，尽管它们往往随着EMI暴露的增加而消退。研究差距包括有限的纵向研究，研究生EMI的代表性不足，以及缺乏对社会语言学和教学维度的定性见解。该评论强调需要更广泛的研究议程，将EMI对就业能力、社会语言学公平和长期学术成功的影响纳入其中。最后对电磁干扰研究的未来研究和方法进步提出了建议。

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引用次数: 0

AI, representation, and critical digital literacy: Navigating visual bias in the digital age 人工智能，代表性和批判性数字素养：在数字时代导航视觉偏见

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-22 DOI: 10.1016/j.system.2025.103896

Csilla Weninger, Huimin Xu

The rapid development and widespread availability of affordable AI-powered tools have necessitated a rethinking of what it means to be critically literate in the digital world. The proliferation of consumer-friendly AI tools has surfaced concerns for everyday users including the reliability of AI-generated information, questions of techno-agency, ethical considerations and biases encoded in large-language models. Our notion of critical digital literacy needs to address these new concerns. This paper reports on a small-scale study designed to foster Singapore university students’ critical digital literacies, with a focus on raising awareness to visual bias in AI-generated images. Seventeen students, enrolled in an undergraduate course on digital and media literacy, participated in the study. The research was guided by the question: How do students critically engage with text-to-image AI tools with regards to visual bias? The main data source was a report by each student based on their interactions with the AI tool to explore images generated on social groups chosen by each student. Results indicated that promisingly, most students were able to identify biases in terms of the stereotypical portrayals of groups based on demographic categories. However, their reports revealed varying depths of critical engagement in terms of the reasons they identified for the existence of bias, the impact of bias and the solutions suggested to counter stereotypes. The paper concludes by arguing that visual literacy, along with an understanding of the basic mechanisms of machine learning, are crucial components in critically navigating image-generating AI technology.

经济实惠的人工智能工具的快速发展和广泛可用，使人们有必要重新思考在数字世界中具有批判性文化的意义。消费者友好型人工智能工具的激增引发了日常用户的担忧，包括人工智能生成信息的可靠性、技术代理问题、道德考虑和大语言模型中编码的偏见。我们的关键数字素养概念需要解决这些新的问题。本文报道了一项旨在培养新加坡大学生批判性数字素养的小规模研究，重点是提高人们对人工智能生成图像中视觉偏见的认识。17名参加了数字和媒体素养本科课程的学生参与了这项研究。该研究的指导问题是：学生如何在视觉偏见方面批判性地使用文本到图像的人工智能工具？主要的数据来源是每个学生根据他们与人工智能工具的互动报告，以探索每个学生选择的社会群体产生的图像。结果表明，令人鼓舞的是，大多数学生能够识别基于人口统计类别的群体刻板印象的偏见。然而，他们的报告显示，在他们确定的偏见存在的原因、偏见的影响和反对刻板印象的解决方案方面，批判性参与的程度各不相同。该论文的结论是，视觉素养以及对机器学习基本机制的理解，是批判性地导航图像生成人工智能技术的关键组成部分。

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引用次数: 0

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