IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-06 DOI: 10.1016/j.system.2024.103539

Pengyun Chang , Longyu Zhou , Lawrence Jun Zhang

This longitudinal study adopts a person-centred approach to examine EFL learners' development of speaking CALF; the fluctuating correlations of affective ID variables (self-efficacy and enjoyment), as well as their impacts on oral task performance over time. Thirty-one Chinese EFL learners completed eight oral tasks bi-weekly over six months, followed by post-task scales to measure task-specific self-efficacy and enjoyment. Data were subjected to group-based multi-trajectory modelling (GBMM) to discern the development of speaking CALF, moving correlation analysis to explore the interactions between task-specific self-efficacy and enjoyment, and panel data regression to examine the longitudinal impact of task-specific self-efficacy and enjoyment on oral task performance. GBMM results revealed variability at both the group and individual levels, despite similar educational backgrounds and learning contexts, as evidenced by differing speaking CALF patterns. Moving correlation analyses revealed dynamic, non-linear trends between self-efficacy and enjoyment. Panel data regression analyses suggested that higher levels of affective ID variables would generate better oral performance, as evidenced by speaking CALF patterns. This study successfully integrated ID variables into TBLT research within a CDST framework for enhancing our understanding of the complex nature of EFL learners’ speaking competence and underscoring the interconnectivity between task-specific self-efficacy and enjoyment.

本纵向研究采用以人为本的方法，考察 EFL 学习者口语 CALF 的发展、情感 ID 变量（自我效能感和愉悦感）的波动相关性，以及随着时间推移它们对口语任务表现的影响。31 名中国 EFL 学习者在 6 个月内每两周完成 8 个口语任务，然后进行任务后量表，以测量特定任务的自我效能感和愉悦感。我们对数据进行了基于群体的多轨迹建模（GBMM），以发现口语CALF的发展；进行了移动相关分析，以探索特定任务自我效能感和乐趣之间的交互作用；进行了面板数据回归，以考察特定任务自我效能感和乐趣对口语任务表现的纵向影响。GBMM 的结果显示，尽管教育背景和学习环境相似，但在群体和个人层面都存在差异，不同的口语 CALF 模式就是证明。移动相关分析揭示了自我效能感和乐趣之间的动态非线性趋势。小组数据回归分析表明，情感性 ID 变量水平越高，口语表现越好，这一点可以从口语 CALF 模式中得到证明。本研究在 CDST 框架内成功地将 ID 变量纳入了 TBLT 研究，从而加深了我们对 EFL 学习者口语能力复杂性的理解，并强调了特定任务的自我效能感与乐趣之间的相互联系。

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引用次数: 0

Exploring language teacher education through researcher-practitioner co-construction of differentiated instruction 通过研究者与实践者共同构建差异化教学，探索语文教师教育

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-06 DOI: 10.1016/j.system.2024.103540

Peichang He , Yuen Yi Lo

Differentiated instruction has been advocated for embracing learner diversity, but it has been found that differentiated instruction implementation is difficult and teachers often feel unprepared. This qualitative case study explored the professional development of two English language teachers in two participating schools of a school-university collaboration project on diversity management in Hong Kong. Based on the data collected from co-planning meetings, lesson observations, semi-structured interviews, focus groups and artefacts, the study showed that research-informed teaching and teaching-informed research were both indispensable to differentiated instruction infrastructure building; school cultures and teacher efficacies both affected teachers’ attitudes towards researcher-practitioner collaboration modes for professional development. Teachers whose efficacy and professional learning community remained at a developing stage tended to rely on an expert-guided collaboration mode. Yet, those whose efficacy and professional learning community had advanced would prefer a more self-redirected learning mode. These findings shed light on bridging the researcher-practitioner divide in teacher education.

差异化教学一直被倡导为拥抱学习者的多样性，但人们发现，差异化教学的实施是困难的，教师往往感到毫无准备。这项定性个案研究探讨了香港两所参与校际合作项目的学校的两位英语教师在多元化管理方面的专业发展情况。根据从共同规划会议、观课、半结构式访谈、焦点小组和人工制品中收集到的数据，研究表明，以研究为基础的教学和以教学为基础的研究都是差异化教学基础建设中不可或缺的；学校文化和教师效能都影响着教师对研究者-实践者专业发展合作模式的态度。效能感和专业学习社区仍处于发展阶段的教师倾向于依赖专家指导的合作模式。然而，那些效能感和专业学习社区已取得进步的教师则更倾向于自我指导的学习模式。这些发现为弥合教师教育中研究者与实践者之间的鸿沟提供了启示。

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引用次数: 0

Investigating the capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective 从学习者角度研究基于大型语言模型的任务导向型对话聊天机器人的能力

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-05 DOI: 10.1016/j.system.2024.103538

Jang Ho Lee , Dongkwang Shin , Yohan Hwang

Second language (L2) learning has explored ways to maximize the benefits of using chatbots as a pedagogical resource for language practice and development. Given the growing consensus regarding the need to develop task-oriented dialogue (TOD) chatbots specifically designed for language learning purposes and recent advances in large language models (LLMs), the present study investigates the capabilities of LLM-based TOD chatbots from L2 learners’ perspectives. To this end, we developed two TOD conversational agents using Poe Artificial Intelligence (AI), which provides easy-to-use LLM-based chatbot-building tools. South Korean undergraduate L2 students were asked to engage in two chatbot-based linguistic tasks and complete a survey regarding their perceptions of LLM-based TOD chatbots. The results showed that the utterances generated by these state-of-the-art chatbots were perceived as very natural, and they were found to be highly capable of understanding dialogues in context and keeping track of the progress of the conversation to produce contextually appropriate responses to the user’s input. These chatbots were rated positively overall in terms of their usefulness as a resource for L2 learning, as learners are motivated and remain interested in engaging in conversations with chatbots, thus maximizing learning effects.

第二语言（L2）学习一直在探索如何最大限度地利用聊天机器人作为语言实践和发展的教学资源。鉴于越来越多的人认为有必要开发专为语言学习目的设计的任务导向型对话（TOD）聊天机器人，以及大语言模型（LLM）的最新进展，本研究从 L2 学习者的角度调查了基于 LLM 的 TOD 聊天机器人的能力。为此，我们使用 Poe 人工智能（AI）开发了两个 TOD 对话代理，它提供了易于使用的基于 LLM 的聊天机器人构建工具。我们要求韩国本科 L2 学生参与两项基于聊天机器人的语言任务，并就他们对基于 LLM 的 TOD 聊天机器人的看法完成了一项调查。结果显示，这些先进的聊天机器人所生成的语篇被认为非常自然，而且它们能够很好地理解上下文中的对话，并跟踪对话的进展情况，从而根据上下文对用户的输入做出适当的回应。这些聊天机器人在作为语言学习资源的实用性方面获得了积极的总体评价，因为学习者在与聊天机器人进行对话时会被激发并保持兴趣，从而最大限度地提高学习效果。

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引用次数: 0

The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course 在英语听力课程中，自我认知的学习需求对自我调节学习和学习成果的影响

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-02 DOI: 10.1016/j.system.2024.103503

Hongwen Cai, Qian Yu

The present study explored how students’ self-perceived learning needs affected their self-regulated learning and academic achievements in an EFL listening course. The study was conducted at a stage when the intended learning objectives focused on word and phrase recognition, involving 87 Chinese college students. Self-perceived learning needs were quantified through a questionnaire, immediate learning outcomes were measured through quizzes in the course of the study, and academic achievements were measured at the beginning and end of the study. Path models that hypothesized different structural relationships among the variables were compared. The results revealed that the full effect of self-perceived learning needs on immediate outcomes could be decomposed into an indirect negative effect and a direct positive effect, attributed respectively to the descriptive and evaluative components of self-perception. The effect of self-perceived learning needs on final outcomes was mediated by immediate outcomes. Besides, qualitative evidence from six participants’ learning journals indicated that students who over-estimated their learning needs engaged more actively in the intended learning objectives, in line with the direct positive effect of self-perception on immediate outcomes. The study highlighted extra awareness of one’s learning needs as an enhancer of self-regulated learning and learning outcomes.

本研究探讨了在 EFL 听力课程中，学生的自我认知学习需求如何影响他们的自我调节学习和学业成绩。研究是在预期学习目标集中于单词和短语识别的阶段进行的，涉及 87 名中国大学生。通过调查问卷量化了自我认知的学习需求，通过学习过程中的测验测量了即时学习成果，并在学习开始和结束时测量了学习成绩。对假设变量之间存在不同结构关系的路径模型进行了比较。结果显示，自我认知的学习需求对直接结果的全部影响可分解为间接负效应和直接正效应，分别归因于自我认知的描述性和评价性成分。自我认知的学习需求对最终结果的影响是以即时结果为中介的。此外，从六位参与者的学习日记中获得的定性证据表明，高估了自己学习需求的学生更积极地参与到预期的学习目标中，这与自我认知对即时结果的直接积极影响是一致的。这项研究强调，对自身学习需求的额外认识是自我调节学习和学习成果的促进因素。

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引用次数: 0

A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing 关于数字童话改写能力的研究：数字多模态创作的批判性扫盲方法

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-11-01 DOI: 10.1016/j.system.2024.103536

Ka Yan Lam, Elsa Wahyuni Putri

Digital multimodal composing (DMC) is the production of texts using multimodal semiotic resources and digital tools. This study integrated critical literacy pedagogy into DMC in an EFL context through both course design and task design, proposing digital fairy-tale rewriting (DFTR) as a genre of DMC for critical literacy practices. Taiwanese university students in the study created multimodal videos of retold fairy tales addressing social issues to promote critical literacy. The study adopted a conceptual framework of DMC affordances to examine the possibilities afforded by DFTR. Affordances refer to the potential and limitations of a mode for meaning representation and communication, as perceived by teachers and students. Data collected included participants’ surveys, reflective writings, and analysis of the DMC artifacts. Results indicated substantial evidence of technological, educational, and social benefits of DFTR compared to past learning experiences, with enhanced affordances including transmediation, multiliteracies, creativity, and civic participation. Digital skills and multimodal literacy were developed to strengthen critical literacy learning across four dimensions, enriching prior studies on DMC affordances and critical literacy scholarship. The study also contributed a refined conceptual framework of DFTR affordances, expanded by new affordances of generating interest, nurturing creativity and multiple perspectives, and promoting more active civic participation.

数字多模态创作（DMC）是指使用多模态符号资源和数字工具制作文本。本研究通过课程设计和任务设计将批判性读写教学法融入到英语语言环境下的数字多模态创作中，提出数字童话重写（DFTR）作为一种批判性读写实践的数字多模态创作体裁。台湾大学生在研究中制作了多模态视频，重述了解决社会问题的童话故事，以促进批判性读写能力的提高。本研究采用了 "DMC 能力 "的概念框架来考察 DFTR 的可能性。可承受性是指教师和学生所认为的一种意义表达和交流模式的潜力和局限性。收集的数据包括参与者的调查、反思性写作以及对 DMC 手工制品的分析。结果表明，与过去的学习经验相比，DFTR 在技术、教育和社会方面都有很大的益处，包括跨媒介、多文体、创造性和公民参与等方面的能力都得到了增强。数字技能和多模态素养的发展加强了四个方面的批判性素养学习，丰富了之前关于 DMC 能力和批判性素养学术研究的内容。这项研究还完善了 DFTR 能力的概念框架，并通过激发兴趣、培养创造力和多元视角以及促进更积极的公民参与等新能力进行了扩展。

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引用次数: 0

The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence 不同会话生成式人工智能聊天机器人对 EFL 学习者的影响：对交流意愿、外语口语焦虑和自我认知交际能力的分析

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-31 DOI: 10.1016/j.system.2024.103533

Chenghao Wang , Bin Zou , Yiran Du , Zixun Wang

Based on the Interaction Hypothesis, the study investigates the impact of different conversational Generative Artificial Intelligence (GenAI) chatbots on English as a Foreign Language (EFL) learners’ willingness to communicate (WTC), foreign language speaking anxiety (FLSA), self-perceived communicative competence (SPCC) and speaking performance. Three groups of Chinese undergraduate students were recruited: a control group (CG, N = 33) and two experimental groups (EG1, N = 33; EG2, N = 33). The CG interacted with the teacher and classmates during the speaking class. In contrast, EG1 interacted with a text- and voice-based conversational GenAI chatbot called Typebot, while EG2 engaged with a conversational GenAI chatbot that featured both text and voice interaction along with human-like avatars named D-ID Agent. Quantitative analysis using multilevel modelling revealed that EG2 showed significant improvements in WTC and SPCC and a notable reduction in FLSA levels compared to CG. However, the pre- and post-speaking test results showed no significant differences in speaking performance across the groups. Qualitative data from semi-structured interviews supported these findings, highlighting the immersive learning experience and emotional support provided by the human-like avatars. These results suggest that visually embodied GenAI chatbots can effectively enhance the emotional experience during the language learning. The study provides practical insights for language educators on integrating GenAI technologies in language teaching, emphasising the benefits of human-like avatars in fostering a more engaging and supportive learning environment.

基于交互假设，本研究探讨了不同会话生成人工智能（GenAI）聊天机器人对英语作为外语（EFL）学习者的交际意愿（WTC）、外语口语焦虑（FLSA）、自我感知交际能力（SPCC）和口语表现的影响。我们招募了三组中国本科生：对照组（CG，33 人）和两个实验组（EG1，33 人；EG2，33 人）。对照组在口语课上与老师和同学互动。相比之下，EG1 与一个名为 Typebot 的基于文字和语音的 GenAI 对话聊天机器人进行互动，而 EG2 则与一个名为 D-ID Agent 的 GenAI 对话聊天机器人进行互动，该聊天机器人具有文字和语音互动功能，并配有类人化身。使用多层次建模进行的定量分析显示，与 CG 相比，EG2 在 WTC 和 SPCC 方面有显著改善，FLSA 水平也明显下降。不过，前后的口语测试结果显示，各组的口语表现没有明显差异。来自半结构式访谈的定性数据支持了这些发现，强调了类人化身提供的身临其境的学习体验和情感支持。这些结果表明，视觉化身的 GenAI 聊天机器人能有效增强语言学习过程中的情感体验。这项研究为语言教育工作者在语言教学中整合 GenAI 技术提供了实用的见解，强调了类人化身在营造更具吸引力和支持性的学习环境方面的益处。

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引用次数: 0

Creativity and the linguistic features of argumentative and narrative written task performance 创造性与议论性和叙事性书面任务的语言特点

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-30 DOI: 10.1016/j.system.2024.103531

Judit Kormos , Shungo Suzuki

This study investigated the relationship between creativity and the linguistic quality of the output in L2 written argumentative and narrative essays produced by 95 Hungarian secondary school students at intermediate to advanced level of proficiency. Participants also completed a figural creativity test which was standardized and validated for the target sample. The creativity test assessed creative fluency and elaboration, the abstractness of title and resistance to premature closure of the figurative representations. The lexical sophistication and diversity, syntactic complexity and elaboration, and cohesion and coherence of the students’ writing was analyzed with automated natural language processing tools. The interrelationship of creativity and the linguistic features of the argumentative and narrative texts was examined using correlational analyses. The results reveal a complex interplay of the role of different facets of creativity in L2 written task performance that varies across the two types of tasks.

本研究调查了 95 名中高级水平的匈牙利中学生撰写的论证和记叙文中创造力与语言质量之间的关系。受试者还完成了针对目标样本进行标准化和验证的形象创造力测试。创造力测试评估了创造性的流畅性和阐述性、标题的抽象性以及对形象表述过早结束的抵制。学生写作的词汇复杂性和多样性、句法复杂性和详尽性、内聚性和连贯性均通过自动自然语言处理工具进行了分析。通过相关分析，研究了创造力与议论文和记叙文语言特点之间的相互关系。研究结果表明，创造力的不同方面在 L2 书面任务的表现中发挥着复杂的相互作用，而且在两类任务中各不相同。

引用次数: 0

Pragmatic competence as linguistic adaptation: Adapting linguistic resources to different listener reactions 作为语言适应的语用能力：根据听者的不同反应调整语言资源

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-30 DOI: 10.1016/j.system.2024.103509

Naoko Taguchi , Júlia Barón

This study investigated L2 English speakers’ ability to adjust their pragmalinguistic strategies in response to different reactions coming from their imagined interlocutor. Participants were 65 speakers of L2 English who had different degrees of general proficiency and language use experience (beginning, advanced, and professional-level) and who were living in a non-English speaking country (Spain). All participants completed a computerized video-based role-play task individually, in which they produced a request or an apology directed to their interlocutor in pre-recorded videos. The interlocutor accepted their request or apology, but the manner of acceptance varied—positive or less positive. In the positive condition, the interlocutor appeared happy, while in the less positive condition, they looked slightly annoyed as shown by their facial expressions and hesitant manner of speaking. Results showed that higher-proficiency participants, especially those who had professional-level experience in English, tended to use different pragmalinguistic strategies corresponding to different reactions coming from their interlocutor.

本研究调查了以英语为第二语言的人根据想象中的对话者的不同反应调整其语用策略的能力。研究对象是 65 名生活在非英语国家（西班牙）、具有不同程度的综合语言水平和语言使用经验（初级、高级和专业级）的第二语言英语使用者。所有参与者都单独完成了一项基于计算机视频的角色扮演任务，他们在预先录制的视频中向对话者提出请求或道歉。对话者接受了他们的请求或道歉，但接受的方式有所不同--积极或不那么积极。在积极的情况下，对话者显得很高兴，而在不那么积极的情况下，从他们的面部表情和犹豫不决的说话方式可以看出，他们略显恼怒。结果表明，水平较高的参与者，尤其是那些有专业英语经验的人，往往会根据对话者的不同反应使用不同的语用策略。

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引用次数: 0

The role of classroom silence in teacher educators’ well-being: A case study in TESOL initial teacher education 课堂沉默对教师教育者幸福感的作用：TESOL 初始师范教育案例研究

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-29 DOI: 10.1016/j.system.2024.103530

Anıl Rakıcıoğlu-Söylemez

This study explores the role of classroom silence in the well-being of teacher educators (TEs) within a TESOL ITE program in Türkiye. Data were collected from two experienced TESOL TEs, Ayşe and Bahar, through individual interviews, a paired-depth interview, and weekly voice memos. Although TEs are essential for the professional development of pre-service language teachers (PTs), their well-being, particularly concerning classroom silence, has been largely overlooked in existing research. Applying the Job Demands-Resources (JD-R) model, this study examines how classroom silence impacts TEs' ability to support PTs effectively. Findings revealed that classroom silence arises from three primary sources: curriculum-related issues, PT preparedness, and TE strategies. Curriculum misalignment with PTs’ language proficiency and theoretical demands contributes to silence, intensified by PT unpreparedness and cultural backgrounds. In the ITE program, TEs reported emotional tension when managing silence, highlighting the need for adaptive teaching methods (e.g., multimodal materials). The study suggests examining institutional policies to create strategies that alleviate stress and support TEs. Implementing support networks, mentoring programs, and modules can offer emotional and professional resources, reducing isolation and classroom-related stress. Revising the ITE curriculum and providing administrative support can aid TEs in managing demands, enhancing their well-being and engagement with TESOL programs.

本研究探讨了在土耳其的一个 TESOL ITE 项目中，课堂沉默在教师教育者（TEs）的幸福感中扮演的角色。研究人员通过个别访谈、配对深度访谈和每周语音备忘录，从两位经验丰富的 TESOL 教师教育工作者 Ayşe 和 Bahar 处收集数据。尽管培训教师对职前语言教师（PT）的专业发展至关重要，但现有研究在很大程度上忽视了他们的福祉，尤其是在课堂沉默方面。本研究运用 "工作要求-资源"（JD-R）模型，探讨了课堂沉默如何影响教师有效支持职前语文教师的能力。研究结果表明，课堂沉默主要来自三个方面：与课程相关的问题、教师的准备情况和教师培训策略。课程设置与教师的语言能力和理论要求不符导致了沉默，而教师的准备不足和文化背景又加剧了沉默。在信息技术教育课程中，教师在处理沉默问题时情绪紧张，这凸显了适应性教学方法（如多模式材料）的必要性。该研究建议审查机构政策，以制定减轻压力和支持 TE 的策略。实施支持网络、辅导计划和模块可以提供情感和专业资源，减少孤立和与课堂相关的压力。修订信息技术教育课程和提供行政支持可以帮助技术教育工作者管理需求，提高他们的幸福感和对 TESOL 项目的参与度。

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引用次数: 0

The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback 草并不总是更绿：教师与 GPT 辅助书面纠正反馈的对比

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System

Pub Date : 2024-10-29 DOI: 10.1016/j.system.2024.103529

Shiming Lin, Peter Crosthwaite

Written Corrective Feedback (WCF) is a crucial pedagogical practice where teachers annotate student writing to correct errors and improve language skills, albeit one that is time-consuming and laborious for large classes or under time constraints. However, the advent of advanced generative artificial intelligence and large language models, specifically ChatGPT, has introduced new possibilities for automating such educational tasks. GPT models with their transformer architecture and self-attention mechanism can perform complex natural language tasks including assisting teachers in providing WCF. This study compares the WCF produced by teachers and ChatGPT, examining their respective capabilities while identifying differences in their feedback practice. Findings reveal teacher provided WCF typically involves a consistent combination of direct correction and indirect feedback forms addressing both local and global issues, albeit with a degree of inaccuracy. ChatGPT-assisted WCF tends to be in the form of metalinguistic feedback and/or reformulation of the original text. However, GPT also frequently varies in its entire approach to WCF provision even when using the same prompt on the same text, while also providing grammatically accurate yet redundant WCF in certain cases. We discuss the implications of these findings for L2 writing practice.

书面批改反馈（WCF）是一种重要的教学实践，教师通过批改学生的作文来纠正错误和提高语言技能。然而，先进的生成人工智能和大型语言模型（特别是 ChatGPT）的出现，为此类教育任务的自动化带来了新的可能性。GPT 模型具有转换器架构和自我关注机制，可以执行复杂的自然语言任务，包括协助教师提供 WCF。本研究对教师和 ChatGPT 制作的 WCF 进行了比较，考察了它们各自的能力，同时发现了它们在反馈实践中的差异。研究结果表明，教师提供的 WCF 通常包括直接纠正和间接反馈形式的一致组合，以解决局部和全局问题，尽管存在一定程度的不准确性。ChatGPT 辅助的 WCF 往往采用金属语言反馈和/或重新表述原文的形式。然而，即使在同一文本上使用相同的提示，GPT 在提供 WCF 的整个方法上也经常出现差异，在某些情况下还会提供语法准确但多余的 WCF。我们将讨论这些发现对 L2 写作实践的影响。

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引用次数: 0

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