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。

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引用次数: 0

Language teachers regaining a sense of praxis in pronunciation teaching and learning through Exploratory Practice as professional learning in Australia 澳大利亚语言教师通过探索性实践作为专业学习，重拾语音教学的实践意识

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-29 DOI: 10.1016/j.system.2025.103876

Skye Playsted, Damon P. Thomas

The development of oral language skills is a focus in adult migrant English as an additional language (EAL) education. However, teachers receive little training to teach pronunciation, a key area of oral language pedagogy. To address this gap, we designed an Exploratory Practice study with four teachers of pre-level students to discuss, experiment with, deliver, and reflect on pronunciation pedagogy over a six-month period in an Australia adult migrant EAL program. This paper reports on findings from the final phase of the study, drawing on data gathered in semi-structured interviews, an observation of classroom teaching practice, and a focus group session. Teachers and a doctoral researcher engaged in reflective discussions that enabled praxis-oriented approaches to researching and teaching pronunciation. Using the lens of the theory of practice architectures, the study shed light on how praxis developed in and through sharing understandings. Findings revealed a shift from a technicist-to a praxis-orientation in teachers' pronunciation pedagogical practices, as seen in their accounts of practices (sayings), actions and use of physical resources (doings), and in the nature of the roles and relationships (relatings) between teachers and the researcher during the study. The study has implications for EAL pronunciation pedagogical research, teacher education and professional learning practices.

口语技能的发展是成人移民英语作为附加语言（EAL）教育的重点。然而，在口语教学法的一个关键领域——发音方面，教师几乎没有接受过培训。为了解决这一差距，我们设计了一项探索性实践研究，与四名预科学生的教师一起在澳大利亚成人移民EAL项目中讨论，实验，交付和反思发音教学法，为期六个月。本文报告了研究最后阶段的发现，利用半结构化访谈、课堂教学实践观察和焦点小组会议收集的数据。教师和博士研究员进行了反思性讨论，使以实践为导向的方法研究和教学发音。通过实践架构理论的视角，本研究揭示了实践如何在共享理解中发展并通过共享理解发展。研究结果显示，教师的发音教学实践从技术导向转向实践导向，这体现在他们对实践的描述（说法）、行动和物理资源的使用（行为），以及教师和研究人员在研究过程中的角色和关系（关系）的性质上。本研究对英语语音教学研究、教师教育和专业学习实践具有启示意义。

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引用次数: 0

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2025-10-29 DOI: 10.1016/j.system.2025.103899

Yan Li, Ke Ren

引用次数: 0

“We don't say ‘To-r Ó-nto. We say ‘To-r Ó-no.” Language ideologies on TikTok “我们不会说‘To-r Ó-nto’。我们说“To-r Ó-no”。抖音上的语言意识形态

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

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