刊讯｜SSCI 期刊 System 2023年第116-117卷

SYSTEM

Volume 116-117, June 2023

SYSTEM（SSCI一区，2022 IF：6，排名：5/194）2023年第116-117卷共发文34篇，其中研究性论文26篇，书评3篇，专题论文4篇，评论1篇。研究论文涉及外语写作、跨语言教学、在线汉语学习、课堂教学、教师情感、多语言身份、语音熟悉度、外显语法知识、元认知策略、性别差距等。专题论文涉及语文教师情感、工具性语境、社会文化评估等。欢迎转发扩散！

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目录

Volume 116

ARTICLES

■ Factors influencing English as a lingua franca communication: A case of an international university in China, by Yuxuan Mu, Seongyong Lee, Hohsung Choe.

■ Contributions of foreign language writing emotions to writing achievement, by Chengchen Li, Li Wei, Xiaojun Lu.

■ “I made many discoveries for myself”: The development of a teacher candidate's pedagogical knowledge of translanguaging, by Chiu-Yin (Cathy) Wong, Kevin W.H. Tai.

■ Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses, by Daniel R. Bailey, Norah Almusharraf, Asma Almusharraf, William du Plessis, Ryan Hatcher.

■ Audio-synchronized textual enhancement in foreign language pronunciation learning from videos, by Valeria Galimberti, Joan C. Mora, Roger Gilabert.

■ From out-group to in-group: Exercising agency for gaining membership through statement of purposes writing, by Ying Li, Liming Deng, Xiaoping Gao.

■ Applying DBR to design protocols for synchronous online Chinese learning: An activity theoretic perspective, by Jining Han, Yun Li, Yuchao Qin.

■ Feeling and acting in classroom teaching: The relationships between teachers’ emotional labor, commitment, and well-being, by Wangxin Peng, Yi Liu, Jian-E Peng.

■ Contextualising the temporal dimension in multilingual identity construction: A longitudinal Q methodological study with Chinese LOTE-learning public high school students, by Xinran Wu, Karen Forbes.

■ An empirical approach to measuring accent familiarity: Phonological and correlational analyses, by Yongzhi Miao, Okim Kang.

■ Giving choices or making tasks relevant? Classroom practices that foster L2 learner engagement, by Hoi Vo.

■ Incidental development of implicit and explicit grammar knowledge from reading: The case of lower-intermediate learners of English, by Donald F.B. Ward, Yuen Yi Lo.

BOOK REVIEWS

■ Teacher reflection: Policies, practices and impacts: Studies in honour of Thomas S. C. Farrell, Zia Tajeddin, Atsuko Watanabe. Multilingual Matters (2022), by Mohammad Reza Anani Sarab, Fatemeh Mardian.

Article(s) from the special issue "Language Assessment Literacy (OR L2 Assessment Literacy);" Edited by Shahid Abrar-ul-Hassan and Hossein Nassaji

■ Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective, by Wenwen Tian, Hoàng Dũng Lê, Nga Thúy Nguyễn.

Article(s) from the special issue 'Language Teacher Emotion Research: Contemporary Developments and Challenges;' Edited by Matthew Prior and Mari Haneda

■ ‘Small’ language teacher emotions between nationalism and neoliberalism, by Jia Li, Peter I. De Costa.

■ University language teachers’ contextually dependent uses of instrumental emotion regulation, by Sam Morris, Jim King.

Volume 117

ARTICLES

■ Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach, by Yuyang Cai, Chunzhi Zhao.

■ Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout, by Wangjiao Wu, Yabing Wang, Ruifang Huang.

■ Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology, by Pengyun Chang, Longyu Zhou.

■ Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach, by Qiyu Sun, Haiying Pan, Ju Zhan.

■ From transgressors to authors: promoting EFL writing through academic integrity integrated instruction, by Özgür Çelik, Salim Razı.

■ The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution, by Qiuhong Ju, Yicheng Wu, Pages 599–602.

■ Clare Kramsch and Lihua Zhang: The Multilingual Instructor: What Foreign Language Teachers Say about their Experience and Why it Matters, by Benedicta Adokarley Lomotey, Ildiko Csajbok-Twerefou, Alhassan Abdur-Rahim Husein, Grace Diabah.

■ Emotion labor and professional identity construction of TESOL teacher educators, by Mostafa Nazari, Hassan Nejadghanbar, Guangwei Hu.

■ Uncovering the dimensionality of authorial voice in the integrated writing task: A confirmatory factor analysis study, by Kwangmin Lee, Yafei Ye.

■ Motivational intensity and willingness to communicate in L2 learning: A moderated mediation model of enjoyment, boredom, and shyness, by Guoxing Lan, Xian Zhao, Man Gong.

■ The effect of “at home” network communication, off-site travel, and extracurricular activity on longitudinal social network development in study abroad, by Tripp Strawbridge.

■ Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study, by Roya Ranjbar Mohammadi, Mahnaz Saeidi, Ali Abdollahi.

■ Modelling the interplay of writing achievement goals and grit in predicting L2 writing achievements, by Jianhua Zhang.

■ Language teachers’ engagement with ideological representations as materials designers, by Jiao Li, Yun Wu, Xuesong (Andy) Gao.

REVIEW ARTICLES

■ A systematic review of Informal Digital Learning of English: An ecological systems theory perspective, by Xinyi Guo, Ju Seong Lee.

BOOK REVIEWS

■ Genre explained: Frequently asked questions and answers about genre-based instruction, Christine Tardy, Nigel Caplan, Ann Johns. University of Michigan Press, Ann Arbor (2023), pp. 150. Paperback: $24.95, by Wei Xu.

■ Communicative Competence in a Second Language: Theory, Method, and Applications, Matthew Kanwit, Megan Solon (Eds.). Routledge (2023), by Peijian Paul Sun, Zeqi Ren, Qunying Wang.

Article(s) from the special issue 'Language Teacher Emotion Research: Contemporary Developments and Challenges;' Edited by Matthew Prior and Mari Haneda

■ Provoking novice teacher development: Cognition-and-emotion in learning-to-teach, by Michael D. Amory, Karen E. Johnson.

Article(s) from the special issue "English Medium Instruction in Emerging Contexts;" Edited by Heath Rose, Samantha Curle and Dogan Yuksel

■ Transfer of genre knowledge among three languages: Insights from English-medium postgraduate programs in Kazakhstan, by Bridget Goodman, Assel Kambatyrova, Sulushash Kerimkulova.

摘要

Factors influencing English as a lingua franca communication: A case of an international university in China

Yuxuan Mu, University of South Florida

Seongyong Lee, Hannam University

Hohsung Choe, Hankuk University of Foreign Studies

Abstract  English as a lingua franca (ELF) communication has gained growing attention in globalized higher education (HE), as it reflects the pluralistic nature of English in international universities. However, diverse factors influencing ELF communication in HE have been less thoroughly investigated. To address this gap in the literature, this study examined the sequential relationships between second language (L2) students' perceptions (intrinsic and extrinsic L2 motivation, acceptance of local and other English varieties, and native English speaker ideology) and ELF communication intention. Survey data collected from 172 university students at the international university in China showed that extrinsic motivation had the highest mean scores, followed by native English speaker ideology and the acceptance of other English varieties. Hierarchical multiple regression analysis indicated that the acceptance of local and other English varieties were influential predictors of ELF communication intention. English-major students displayed a higher level of intrinsic motivation and NES ideology while non-English-major students demonstrated more positive perceptions of their local English. The findings suggest that ELF-based EMI education should consider students’ L2 motivation in international contexts and English varieties awareness to engage them in ELF communication on multilingual campus. 

Key words English as a lingua franca, International university, Global englishes, Varieties of English, Translanguaging

Contributions of foreign language writing emotions to writing achievement

Chengchen Li, Huazhong University of Science and Technology

Li Wei, University College London

Xiaojun Lu, University of Nottingham

Abstract  Emotions have received scant attention in L2 writing research except anxiety, leaving their role largely unclear. This study was designed mainly to examine the contributions of anxiety, enjoyment, and boredom to writing achievement. We also aimed to develop and validate instruments to measure foreign language writing enjoyment and boredom. Two sub-studies were conducted among three groups of junior secondary EFL learners in China (N1 = 310; N2 = 326; N3 = 1036). In Study 1, the Foreign Language Writing Enjoyment and Boredom Scales were developed based on the responses from Group 1 to open-ended questions. Both scales were administered to Groups 2 and 3. Group 3 also filled in the questionnaires for criterion variables (i.e., second language writing anxiety, foreign language anxiety, enjoyment, boredom, and burnout). Reliability and validity tests confirmed the sound psychometric properties of the two scales (e.g., internal consistency,  construct/convergent/discriminant/criterion validity, and measurement invariance). In Study 2, we further obtained data on the English writing achievement of Group 3 operationalized as scores in two writing proficiency tests and an end-term exam, and self-ratings for writing proficiency. Regression analyses show that boredom had the strongest negative effects on writing achievement, followed by the positive effects of enjoyment and the insignificant effects of anxiety. 

Key words Foreign Language Writing Enjoyment Scale, Foreign Language Writing Boredom Scale,  young learners, writing emotions, anxiety, positive psychology

“I made many discoveries for myself”: The development of a teacher candidate's pedagogical knowledge of translanguaging

Chiu-Yin (Cathy) Wong,  Monmouth University

Kevin W.H. Tai, The University of Hong Kong

Abstract  While research has highlighted the importance of translanguaging for emergent multilingual learners (EMLs), very few studies have focused on teacher candidates (TCs)’ knowledge of translanguaging and how they implement the pedagogy. Using ethnographic methods and multimodal conversation analysis, this study examined how an English as an Additional Language (EAL) TC's knowledge of translanguaging evolved and how she bridged theory to practice in a field-based setting. The participant was a multilingual speaker who did not speak her EMLs' home languages. Data sources included: 1) the participant's course assessments, 2) a reflection, and 3) transcripts of a video classroom observation. The findings revealed her strong stance and ability to use a variety of strategies to create a translanguaging space, as a result of her training. We recommend teachers to enrich their pedagogical repertoire by understanding the affordances of a diverse range of multilingual, multimodal, and multi-sensory resources to effectively facilitate the teaching and learning processes. We also advise teacher educators to be intentional in course design, offering opportunities for TCs to reflect and connect their second language acquisition knowledge with pedagogical translanguaging in order to discover their own ways to create a translanguaging space for EMLs.

Key words Multimodal conversation analysis, Pedagogical knowledge, Pedagogical translanguaging, Teacher candidate, Video classroom observation

Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses

Daniel R. Bailey,  Konkuk University

Norah Almusharraf,  Prince Sultan University

Asma Almusharraf, Imam Mohammad Ibn Saud Islamic University

William du Plessis, Korea University of Seoul

Ryan Hatcher, Hannam University

Abstract The current cross-sectional study examined the preferred and perceived use of various videoconferencing activities in a learning management system among 96 South Korean students, and how these preferences and perceptions related to their language proficiency gains as measured by pre- and post-course testing. Next, the relationships among preferred activity choice, perceived benefits, perceived difficulties, and L2 proficiency gains were identified. Finally, multiple linear regression was used to identify how the study's variables influence L2 proficiency change. Findings were consistent with language learning strategy theory in that students with a wider preference for speaking activities scored significantly higher on their post-course L2 proficiency test than students who preferred fewer types of activities. Regression analysis found that an increasing preference for speaking activities influenced L2 proficiency change, but preference for writing activities and perceived difficulties did not. This study calls for more investigations and suggests recommendations to allow successful transformative teaching and learning development.

Key words Computer-assisted language learning (CALL), Distance learning, Videoconference, LMS, Emergency remote teaching, English as a foreign language (EFL)

Audio-synchronized textual enhancement in foreign language pronunciation learning from videos

Valeria Galimberti, Universitat de Barcelona

Joan C. Mora, Universitat de Barcelona

Roger Gilabert, Universitat de Barcelona

Abstract The benefits of multimodal input on foreign language listening comprehension and vocabulary learning are well-established, but only recently has its impact on pronunciation been explored. In this study, we audio-synchronized the highlighting of target words in captions to promote the activation of their phonolexical representations at the time they are auditorily processed and improve phonological updating in the mental lexicon. We recorded the eye movements of 58 L1-Spanish/Catalan learners of English as they watched two videos with target words (TWs) highlighted 500 ms or 300 ms before auditory onset, highlighted from caption onset or, alternatively, under one of two control conditions (unenhanced and uncaptioned). We assessed updating of phonolexical forms in terms of more accurate and faster rejection of mispronunciations of the TWs from pre-to post-test. Results showed that 300 ms synchronized enhancement and unsynchronized enhancement led to longer fixation duration, unsynchronized enhancement reduced TW skipping probability, and both synchronized conditions promoted higher audio-visual synchrony in learners' caption reading. While only the unsynchronized condition resulted in more accurate responses at post-test, all enhancement conditions led to significantly faster rejection of mispronunciations. These initial findings call for further research on audio-synchronized enhancement and its potential benefits for L2 pronunciation learning.

Key words Multimodal input enhancement, Authentic L2 input, L2 captioned video, Audio-visual synchrony, Phonolexical representations, L2 pronunciation, Auditory form recognition, Eye-tracking

From out-group to in-group: Exercising agency for gaining membership through statement of purposes writing

Ying Li, Wuhan University

Liming Deng, Wuhan University

Xiaoping Gao, Wuhan University

Abstract  Drawing upon the temporal notion of agency from both sociocultural and ecological perspectives, this study reports a cross-case analysis of narratives conducted to examine how three L2 writers exercised agency for identity construction to gain membership of their target Master's degree programs through statement of purposes (SOP) writing. It is found that the students' perceptions of SOP writing, self-identities and the available affordances rendered them capable of making choices about how to handle their writing, taking deliberate actions in the writing process, and producing desired outcomes, which in turn helped them generate new perceptions. Findings suggest that L2 writers' language improvement will ensue as a bonus when they are treated as agents seeking opportunities for personal development rather than as mere language learners.

Key words Statement of purposes, Writer agency, Identity construction, L2 writing process, Analysis of narratives

Applying DBR to design protocols for synchronous online Chinese learning: An activity theoretic perspective

Jining Han, Southwest University

Yun Li, Sichuan University

Yuchao Qin, Southwest University

Abstract While research on synchronous online language learning has increased rapidly over the past twenty years, little attention has been given to the design, implementation, and interactions associated with the synchronous online Chinese learning environment and students' learning experiences. To fill this research gap, this study applies a design-based research (DBR) method to design, implement, evaluate, revise, and redesign protocols iteratively from an activity theory perspective. During three iterations, multiple qualitative data sources were collected to explore the influences of protocols on the experiences of an instructor and 12 students in a synchronous online Chinese course. The study reveals seven major modifications made during the development of the protocols with regard to the tasks of presenters and commentators (division of labor); time, the sequence of speeches, the submission of notes, and the use of videos (rules); and communication methods and network testing requirements (tools). These findings are used to shape the final protocol and improve its effectiveness for students' learning experiences. In addition, the process shows how the elements of activity theory dynamically mediate learning. The present study emphasizes a set of contextualized design, implementation, and evaluation experiences that contribute to synchronous online language learning, protocol pedagogy, and activity theory.

Key words Synchronous computer-mediated communication, Design-based research, Protocol pedagogy, Activity theory, Teaching Chinese as a foreign language

Feeling and acting in classroom teaching: The relationships between teachers’ emotional labor, commitment, and well-being

Wangxin Peng, Hanshan Normal University

Yi Liu, Hanshan Normal University

Jian-E Peng, Shantou University

Abstract The teaching profession is considered highly emotionally demanding. While teachers’ emotional labor has been found to be related to their commitment and well-being, little is known about the nuanced interrelationships between these constructs within classroom contexts, and inquiry in this area has been dominated by quantitative methods without contextual support from qualitative data. This paper reports on a survey study conducted among 803 junior high school teachers teaching English as a foreign language (EFL) in China. Quantitative data were analyzed using structural equation modeling (SEM) and complemented by qualitative data elicited through open-ended questions in the survey. It was found that, of the three dimensions of emotional labor (i.e., the expression of naturally felt emotions, surface acting, and deep acting) performed in classroom teaching, only deep acting significantly predicted teacher well-being both directly and indirectly through commitment. The implications of these findings for teachers and institutions are finally presented. 

Key words Emotional labor, Teacher commitment, Teacher well-being, Junior high school, English as a foreign language (EFL), Classroom teaching

Contextualising the temporal dimension in multilingual identity construction: A longitudinal Q methodological study with Chinese LOTE-learning public high school students

Xinran Wu, University of Cambridge

Karen Forbes, University of Cambridge

Abstract Multilingual identity construction is a diachronic, non-linear and constantly evolving process which is influenced by a complex range of contextual and temporal factors. Yet the temporal dimension seldom receives explicit empirical attention and remains under-theorised. Meanwhile, the dynamics of multilingual identity development are rarely explored at the cohort (i.e., whole-class) level. Underpinned by complex dynamic systems theory, this study tracks the evolution of multilingual identity positions in a class of Japanese-learning public high school students in China using longitudinal Q methodology. Three rounds of Q sorting and Q-based interviews were administered over the course of one academic year. The findings testified the enrichment and concretisation of students' multilingual identity with the accumulation of their Japanese learning experience. A range of sociocultural factors with changing saliencies impacted the students’ identity development, giving rise to group-level patterns of convergences and divergences at different timepoints. We argue that the temporal axis should be explicitly conceptualised in multilingual identity research. A temporal model of multilingual identity development is proposed to better contextualise and construe the continuity and shifts of multilingual identity at both individual and group levels.

Key words Multilingual identity, Language learner identity, LOTE learning, Complex dynamic systems theory, Q methodology

An empirical approach to measuring accent familiarity: Phonological and correlational analyses

Yongzhi Miao, Northern Arizona University

Okim Kang, Northern Arizona University

Abstract Accent familiarity can influence listeners' perception of second language speech. However, the field lacks empirical evidence for defining and measuring accent familiarity. The present study seeks to better understand accent familiarity a) by developing an evidence-informed, phonology-based approach to measuring accent familiarity and b) by validating its relationship with existing measures. Six L1 Chinese speakers of English with varying degrees of accent recorded scripted and conversation tasks. Seven experienced teachers listened to the recordings and identified 18 phonological features common in Chinese-accented English. Audio recordings containing these features were included in an online questionnaire, where 69 listeners a) rated their familiarity with these target sounds and b) completed eight different measures of accent familiarity used in previous studies (e.g., accent identification). Results from exploratory factor analysis (EFA) suggested that listeners' familiarity with the 18 features was single-factored. Thus, a phonology-based measure of accent familiarity was developed by a compositing listeners' familiarity with the 18 features. Correlation analysis and EFA of this phonology-based accent familiarity measure and different previous measures suggested two factors: a) measures without audio input and b) audio-prompted measures. By implication, future studies should consider including audio recordings to measure listeners’ accent familiarity in addition to traditional measures.

Key words Accent familiarity, Speech perception, Speaking, Listening, World Englishes

Giving choices or making tasks relevant? Classroom practices that foster L2 learner engagement

Hoi Vo, Southern Cross University

Abstract Driven by the desire to understand classroom practices that promote L2 student engagement, this study examined the psychological mechanisms by which two autonomy-supportive teaching behaviours, namely provision of choice and task relevance, exerted their influence on different components of L2 engagement. The development-in-sociocultural context model was used as the guiding theoretical framework while structural equation modelling was employed as the main data analysis technique. Analysis of self-report data from 413 EFL students in Vietnam suggested that task relevance was a more salient predictor of L2 engagement than provision of choice both directly and indirectly. Furthermore, students’ perceived usefulness of L2 learning and their emotional reactions to L2 tasks play central roles in channelling the effects of provision of choice and task relevance on L2 engagement. The study findings were discussed in light of existing evidence from different subfields of second language acquisition including learner psychology and instructed second language acquisition. Implications for practice were also suggested to inform L2 task design and delivery.

Key words L2 engagement, Provision of choice, Task relevance, Utility value, Autonomy-supportive teaching

Incidental development of implicit and explicit grammar knowledge from reading: The case of lower-intermediate learners of English

Donald F.B. Ward, The University of Hong Kong

Yuen Yi Lo, The University of Hong Kong

Abstract While the effects of reading on incidental vocabulary development are well-documented, research into incidental grammar development from reading, especially in authentic second language classrooms, remains limited. This study investigated whether lower-intermediate learners of English could demonstrate improved command of a specific grammar item, the English regular past tense, under the incidental learning condition of reading. Using a quasi-experimental design, learners were either exposed to meaning-focused texts (the experimental group) or received regular English instruction (the control group) for a total period of 9 h. A set of pre- and post-tests, which consisted of an untimed grammaticality judgement test and a word monitoring task, measured learners’ development of explicit and implicit knowledge respectively for signs of grammar development over the course of the intervention. Results showed an increase in implicit knowledge, but not explicit knowledge, for the experimental group. Such results highlight the effectiveness of frequent incidental exposure in aiding learners’ grammar development. Possible reasons and pedagogical implications are discussed.

Key words Incidental grammar development, Reading, Implicit knowledge, Explicit knowledge, Second language acquisition

Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective

Wenwen Tian, Northwestern Polytechnical University

Hoàng Dũng Lê, Vietnam National University

Nga Thúy Nguyễn, Ho Chi Minh City Open University

Abstract Taking a sociocultural perspective, this study investigated Vietnamese university English EFL teachers' classroom assessment practices and the extent to which teachers' language assessment literacy (LAL) was reflected in their practices. Adopting a mixed-methods explanatory sequential research design, data were collected using a self-reported questionnaire and follow-up interviews. Data were analyzed quantitatively using SPSS version 22.0 and qualitatively through thematic analysis. Findings revealed that traditional assessment tasks were ranked as being more prevalent than alternative assessment, and there was no association between the usage of different types of assessment tasks and teachers' teaching experience. The results also suggested that all alternative assessment tasks were perceived as challenging due to certain material, institutional, and Confucianism ideological constraints; however, there were discrepancies between teachers' preferred types of effective alternative assessment. We argue that EFL teachers’ assessment practices and their LAL repertoire interact with many factors in a particular sociocultural context. Implications for L2 classroom assessment practices and teacher professional development are discussed.

Key words Language assessment literacy, Vietnamese university EFL teachers, Classroom assessment, Practices and literacy, Sociocultural perspective

‘Small’ language teacher emotions between nationalism and neoliberalism

Jia Li, Yunnan University

Peter I. De Costa, Michigan State University

Abstract Following a critical perspective of viewing emotions as being sociopolitically constituted and ideologically driven, this study explores the emotional experiences of three female Chinese teachers teaching Thai, Vietnamese and Burmese, respectively, in light of China's reconfiguration of a nationalist project that was designed in response to neoliberal globalization. Drawing on ethnographic data that include semi-structured interviews, classroom observation, online interactions and written artifacts, findings from our study revealed that the rising status of ‘small’ languages opens up new spatial and affective imaginations for ‘small’ language teachers to capitalize on their teaching performance and enact their patriotic personae. Despite having to develop neoliberally-oriented bundles of skills, ‘small’ language teachers are subjected to the emotional regime of the academy, imposed through precarious working conditions that result in these teachers having to wrestle with structured vulnerabilities. Drawing on our findings, we argue that ‘small’ language teacher emotions are moralized as an endeavor that sustains China's nation-building process and outward engagement with the Global South. We close by emphasizing the importance of paying attention to nationalism as an important dimension for regulating language teachers' emotions in alignment with neoliberally-driven systems.

Key words Small’ language teachers, Emotions, Internationalization of higher education, China-Southeast Asia borderlands, Neoliberalism, Nationalism

University language teachers’ contextually dependent uses of instrumental emotion regulation

Sam Morris,  Rikkyo University

Jim King, University of Leicester

Abstract Emotion regulation is increasingly positioned as a skill that is developed ontogenetically across careers as language teachers come to recognise the impact that their emotional behaviour has on themselves and their classrooms. While recent research has attended to the connection between a teacher's regulation strategy choices and well-being, a broad view that recognises the full impact of emotion regulation actions on language teacher and student outcomes in highly contextualised circumstances is urgently needed. Adopting the position that emotion regulation is a motivated activity employed to achieve dynamic, contextually relevant goals, this study investigates the instrumental emotion regulation of 15 experienced non-Japanese EFL teachers at a university in Japan. Drawing on a corpus of 300,000 words obtained from 45 interviews and stimulated recall sessions, findings analysed through a complexity-informed approach demonstrate how emotion regulation strategies were employed to achieve a range of instrumental outcomes pertaining to identity projection, behavioural management, content engagement, and relational development. The data further illustrates that this emotion regulation was contextually dependent, informed by macro-level and internal factors, and that the participants' motive and strategy choices had a direct impact on their well-being.

Key words Emotion regulation, Teacher emotion regulation, Language teaching, Teacher well-being, Teacher emotions

Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach

Yuyang Cai, Shanghai University of International Business and Economics

Chunzhi Zhao, Shanghai University of International Business and Economics

Abstract Numerous studies in second or foreign language (L2) learning have shown that students’ L2 self-efficacy and metacognitive strategies play essential roles in predicting L2 achievement. However, how these two constructs co-shape L2 learning is understudied. The current study examined the mediation of L2 self-efficacy between metacognitive strategies and L2 achievement in English. Participants involved 368 s-year undergraduate students studying English as an L2 taught by 19 teachers from a university in China. Multilevel structural equation modeling results showed that: (1) English self-efficacy and metacognitive strategies significantly predicted English achievement either represented by a standardized English test or the terminal exam, and (2) English self-efficacy mediated the relation between metacognitive strategies and English achievement. The results suggested the importance of accounting for the interplay between metacognitive strategies and self-efficacy in determining L2 achievement.

Key words Mediation, Metacognitive strategies, Multilevel structural equation modeling, Self-efficacy

Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout

Wangjiao Wu, South China University of Technology

Yabing Wang, Guangdong University of Foreign Studies

Ruifang Huang, South China University of Technology

Abstract Academic burnout has become a concerning issue affecting learning outcomes. However, this concept remains underexplored in instructed second language acquisition despite the high prevalence of it in this field. Extant literature mainly focused on individual factors as antecedents of L2 burnout, but we know little about how teacher variables influence L2 learner burnout and the mechanism in between. The present study recruited 1294 (M = 557; F = 737) Chinese learners of English and measured their perceived teacher affective support, perceived teacher enjoyment, L2 grit and burnout. Confirmatory factor analysis (CFA) supported the validity of the scales used in the Chinese EFL context. Correlational results indicated that perceived teacher affective support and enjoyment were both positively correlated with L2 learner grit but negatively correlated with L2 learner burnout. Structural equation modelling (SEM) indicated that L2 learner grit mediated the relationship between perceived teacher affective support and L2 learner burnout but not between perceived teacher enjoyment and L2 learner burnout. The mediation path still held with L2 proficiency and grade controlled for. Theoretical and pedagogical implications are discussed.

Key words Teacher affective support, Teacher enjoyment, L2 grit, L2 burnout, Structural equation modelling

Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology

Pengyun Chang,  Chongqing University

Longyu Zhou,Chongqing University

Abstract The emergence of Directed Motivational Currents (DMCs) as the latest theoretical framework contributes to learning motivation research, accounting for a prolonged process of learners' intense engagement in language learning. Taking a Complex Dynamic Systems Theory (CDST) approach, in this study we adopted a mixed-methods design to explore the initial triggers and pivotal mediating forces of DMCs through a combination of the Q methodology and retrodictive qualitative interviews with 123 EFL learners. Our results showed that: 1) “major identity”, “previous satisfying learning experiences”, and being “task-driven” served as three important initial triggers of learners' DMCs; 2) “external stimulation”, “emotional state”, and “learning environment” were the pivotal mediating forces contributing to day-to-day motivation fluctuations in learners' DMCs experiences; and 3) learners generated individualized DMCs influenced by their personal traits as well as different initial triggers and mediating forces in the process of their learning experiences. The findings of this study shed additional light on current research into the construct of DMCs from a CDST perspective, which would enrich future studies in the field of EFL learning and teaching.

Key words Complex dynamic systems theory (CDST), Directed motivational currents (DMCs), Q methodology

Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach

Qiyu Sun, Jilin University

Haiying Pan, Jilin University

Ju Zhan, Jilin University

Abstract Despite abundant research on the role of metacognitive knowledge and metacognitive strategies in learning to write in English as a foreign language (EFL), the role of metacognitive experiences, a subcategory of metacognition, warrants more attention. To bridge this gap, this study used a mixed-methods approach to investigate the relationship between EFL learners’ metacognitive experiences in learning to write and their writing proficiency. Four hundred and forty-nine second-year undergraduates were invited to complete a self-report questionnaire and a writing task. From these participants, 10 students were invited to complete follow-up interviews. Quantitative and qualitative findings showed that students at different writing proficiency levels differed in the richness of their metacognitive experiences in writing. The quantitative results also revealed that EFL learners’ metacognitive experiences made a predictive contribution to their overall writing quality. In addition, the qualitative data were analyzed to examine the contributing factors affecting the richness of EFL learners’ metacognitive experiences in writing. Some important theoretical and pedagogical implications are discussed.

Key words Metacognitive experiences, EFL/ESL writing, Writing proficiency, Metacognition

From transgressors to authors: promoting EFL writing through academic integrity integrated instruction

Özgür Çelik, Balıkesir University

Salim Razı,  Çanakkale Onsekiz Mart University

Abstract The relationship between academic integrity and plagiarism has been shaped by two governing pedagogies. The first one stipulates imposing sanctions on students who plagiarise. In this case, students are seen as moral slackers, habituated to cheating. The second pedagogy approaches plagiarism as a matter of intertextual issue and highlights the importance of teaching the ethics of intertextual writing through developing pedagogies that offer positive practices. In this approach, students are seen as authors, not transgressors. This study aimed to investigate the effectiveness of a writing instruction, which emphasizes the importance of teaching mechanical, ethical, and rhetorical intertextuality skills along with its role in mitigating plagiarism incidents and enhancing the EFL writing development of secondary school students. A mixed-method time series design was employed to collect data, and the results indicate that teaching intertextuality skills was effective in reducing plagiarism incidents in student papers and enhancing the content, organisation, style, and expression domains in their papers. Such an implementation makes it evident that in approaching student writing in general, plagiarism in particular, we need to shift our writing pedagogy from policing students to engaging them.

Key words Academic integrity, Plagiarism, Intertextuality, Rhetorical intertextuality, Source-based writing

The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution

Benedicta Adokarley Lomotey,  University of Ghana

Ildiko Csajbok-Twerefou,  University of Ghana

Alhassan Abdur-Rahim Husein,  University of Ghana

Grace Diabah, University of Ghana

Abstract This paper investigates the intersection between gender and foreign language education with specific reference to subject choice, motivation, and achievement. The study was carried out at a Ghanaian public university, amongst students of the following Bachelor of Arts foreign language programmes: Arabic, Chinese, French, Kiswahili, Russian and Spanish. Through a thematic analysis of transcribed focus group discussions and desk-research of relevant administrative documents, the authors inquire why a gender enrolment gap exists in the foreign language programmes and if indeed, certain languages are perceived as more masculine than others. The findings of the study confirm the existence of a gender gap in foreign language education. Participants also considered some languages such as Spanish and French as more feminine. Regarding their motivation, participants noted both integrative and instrumental factors that motivated them to study the foreign language. Additionally, the study found no statistical significance between the performance of females and males. However, males performed slightly better than females in Arabic, French, Kiswahili and Russian whereas females performed better in Spanish and Chinese.

Key words Arabic, Chinese, French, Kiswahili, Russian and Spanish foreign language education, Gender, Sociolinguistics

Emotion labor and professional identity construction of TESOL teacher educators

Mostafa Nazari, Kharazmi University

Hassan Nejadghanbar,  The Hong Kong Polytechnic University

Guangwei Hu, The Hong Kong Polytechnic University

Abstract Recent discussions on TESOL teacher education have underlined the importance of further research on teacher educators' emotional experiences. In response to this emerging line of research, the present study explored emotion labor (i.e., the clash between internal feelings and external discourses/expectations) and professional identity construction of Iranian language teacher educators (LTEs). Grounded in a narrative inquiry methodology, the study investigated how contextualities of practice in Iran contributed to LTEs' emotion labor and professional identity construction by collecting data from an open-ended questionnaire, narrative frames, and semi-structured interviews. Our data analysis revealed three themes in relation to the Iranian LTEs’ emotion labor and professional identity construction: (1) emotional clashes regarding the marketization of teacher education, (2) ethical challenges as a site of emotional tensions in institutional work, and (3) disciplinary credentials and institutional affiliations imposing vulnerability on LTEs. Our findings demonstrate that while LTEs face various educational-sociocultural challenges that impose emotion labor on them, they can develop emotionality by exercising agency and promoting praxis in their institutional settings. Based on the findings, we provide implications for such agency-praxis promotion that can benefit various educational stakeholders.

Key words Language teacher educators, Emotion labor, Professional identity construction, Institutional policies, TESOL teacher education

Uncovering the dimensionality of authorial voice in the integrated writing task: A confirmatory factor analysis study

Kwangmin Lee, Western Michigan University

Yafei Ye, Zhengzhou University

Abstract Research has long noted the importance of establishing an authorial voice as a hallmark of academic writing. However, despite purported connections between academic writing and integrated writing tasks (Gebril & Plakans, 2014; Huang & Hung, 2013), little attention has been paid to examine the role and effect of authorial voice on writing quality in a test task that involves use of source texts. The primary intent of this study is to shed light on the internal structure of authorial voice in an integrated reading-to-write task by way of Confirmatory Factor Analysis (CFA). The participants of this study included 315 Chinese college-level EFL students who wrote for a task addressing the topic of “eating for professional situations”. Based on an analytic rubric developed by the researchers with indicators informed by Hyland's (2005) interactional framework of authorial voice, the collected essays were rated on a scale of 1–5 based on the quality as it pertains to each of the indicators under the rubric. The results of a model comparison approach to CFA suggested that the current data are best characterized as a unidimensional construct; it represents one single factor. Furthermore, the Structural Equation Modeling (SEM) analysis indicated verbatim source use is inversely associated with quality of authorial voice, corroborating our hypothesis that improper source copying negatively influences the rater's perception of a test-taker's authorial voice. Practical implications regarding rubric use and instruction are discussed.

Key words Authorial voice, Integrated writing task, Confirmatory factor analysis, Structural equation modeling, Validity, Classroom-based assessment

Motivational intensity and willingness to communicate in L2 learning: A moderated mediation model of enjoyment, boredom, and shyness

Guoxing Lan, Hezhou University

Xian Zhao, University of Auckland

Man Gong, Minzu University of China

Abstract An expanding body of research has shed light on the predictive effect of non-cognitive factors on language learners’ willingness to communicate (WTC). However, little is known about how motivation, personality strength, and a constellation of emotions predict WTC in the underlying mechanism of second language/L2 Chinese learning, particularly in the field of positive psychology. Therefore, the current study aims to fill the gap by investigating their roles in a moderated mediation model through the responses from 251 L2 Chinese students in New Zealand using the robust statistical software PROCESS macro. The findings indicated that L2 enjoyment mediated the association between L2 motivational intensity and L2 WTC. Additionally, both shyness and L2 boredom moderated the slope between L2 enjoyment and L2 WTC. Further, these two variables also concurrently moderated the direct association between L2 motivational intensity and L2 WTC. This study theoretically extends previous psychological measurements and the conceptual frameworks of L2 WTC from English language learning to L2 Chinese learning. Notable pedagogical implications are provided for L2 Chinese educators to stimulate the communication readiness of L2 Chinese students.

Key words Motivational intensity, Willingness to communicate, Enjoyment and boredom, Shyness, Moderated mediation

The effect of “at home” network communication, off-site travel, and extracurricular activity on longitudinal social network development in study abroad

Tripp Strawbridge, Santa Clara University

Abstract The nature of second language acquisition (SLA) in study abroad hinges on the type and quality of social relationships that sojourners develop. Social network analysis is now frequently used to describe this development, and to quantify its relationship with SLA outcomes. However, little is known about how different experiential components in study abroad affect sojourners' social network development and, consequently, language learning. The present study examines the effect of three aspects of the study abroad experience – travel outside of the study site; maintenance of “at home” social network communication; and participation in volunteer and workplace internship placements – on the longitudinal social network development of 28 U.S.-based sojourners studying abroad in Spain for one semester. Results identify four social network patterns, which for most students emerged in the first weeks of the semester and remained stable at the middle and end of the sojourn. This social network development was not greatly affected by communication with at-home networks, or by participation in internship placements; however, frequent travel outside the study site was shown to considerably hinder sojourners’ ability to develop social networks that were rich in target language use, or that reflected social “immersion” into the host community.

Key words Second language acquisition, Social network analysis, Study abroad, Spanish

Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study

Roya Ranjbar Mohammadi,  Islamic Azad University, Bonab

Mahnaz Saeidi, Islamic Azad University

Ali Abdollahi, Islamic Azad University

Abstract This explanatory mixed methods study investigated the interrelationships among self-regulated learning (SRL) components, critical thinking and reading comprehension using PLS-SEM. For this purpose, a conceptual PLS-SEM model was evaluated on a sample of 183 Iranian elementary EFL learners. Then, 15 students were randomly selected to complete the follow up semi-structured interview. Three instruments including Motivated Strategies for Learning Questionnaire, the questionnaire of Critical Thinking ability in English Reading and a reading comprehension test were used to provide data sources for PLS-SEM models. The results of the quantitative analyses of measurement and structural models indicated that among the three components of SRL, cognitive strategies and metacognitive strategies significantly and directly affected critical thinking and reading comprehension. However, motivation had significant indirect effects on the outcome variables. Meanwhile, from among the SRL components, motivation had the strongest total effects on SRL. The qualitative findings of the study approved the predictive relationships of SRL components with reading comprehension and critical thinking. Moreover, the semi-structured interviews showed that the participants' effective use of self-regulated reading strategies, reading motivation and regulatory reading instruction were the major factors affecting EFL learners' SRL in reading comprehension and critical thinking.

Key words Self-regulated learning (SRL), Critical thinking, Reading comprehension, Cognition, Metacognition, Motivation

Modelling the interplay of writing achievement goals and grit in predicting L2 writing achievements

Jianhua Zhang, University of Auckland, Sichuan University of Arts and Science

Key words Writing achievement goals, Grit, Writing achievements, Parallel mediation modelling, L2 learners

Language teachers’ engagement with ideological representations as materials designers

Jiao Li, Tongji University

Yun Wu, Tongji University

Xuesong (Andy) Gao, University of New South Wales

Abstract Language teachers are increasingly expected to design teaching materials that reflect locally appropriate cultural values and ideologies in different contexts. In response to the call for language teachers to engage with ideological representations as materials designers, this paper draws on an ecological perspective to investigate how language teachers engage with ideological representations during the design and development of teaching materials in Chinese universities. We interviewed 15 language teachers who had designed or were designing materials to examine their engagement with ideological representations when designing teaching materials. Our analysis reveals that these teachers' engagement with ideological representations was mediated by national policy requirements at the macro level, institutional and group expectations at the meso level, and individual beliefs at the micro level. These findings have significant implications for stakeholders such as policy makers and language teacher educators to support language teachers’ efforts to design locally appropriate materials and pursue their professional development.

Key words Language teachers, Ideological representations, Materials design, Ecological perspective, Teacher engagement, Agency

A systematic review of Informal Digital Learning of English: An ecological systems theory perspective

Xinyi Guo, University of Nottingham

Ju Seong Lee, The Education University of Hong Kong

Abstract Due to the rapid advancement of technology and its impact on English learning outside of the classroom, Informal Digital Learning of English (IDLE) has grown in popularity among English learners. However, understanding of this emerging phenomenon has been limited to individual characteristics, neglecting the wider environmental contexts that influence IDLE. We analyzed factors influencing one's perceptions or behaviors of IDLE in light of Bronfenbrenner's ecological systems theory using 103 IDLE-related papers published in A&HCI and SSCI journals between 2010 and 2021. The two most frequently mentioned factors were at the Individual (n = 161; e.g., personal interests and motivation) and Micro-system levels (n = 51; e.g., teachers, family, and friends). Our analysis also found that more research is needed at the Meso-system (n = 9; e.g., social network users and interaction with gamers), Exo-system (n = 11; e.g., parents' income/educational level and mass media), Macro-system (n = 24; e.g., globalization and cultural differences), and Chrono-system levels (n = 7; virtual intercultural experience). The study concludes with promising research agendas, such as school-based action research and the role of parental support, cultural norms, religious beliefs, and pandemic-induced online teaching on one's IDLE perceptions or behaviors.

Key words Informal digital learning of English, Extramural English, Language learning beyond the classroom, Ecological systems analysis, Systematic review

Provoking novice teacher development: Cognition-and-emotion in learning-to-teach

Michael D. Amory, Oklahoma State University

Karen E. Johnson, The Pennsylvania State University

Abstract Recently, increased attention has been drawn to the crucial role of emotions in developing language teacher cognition. Arguing against the secondary role of emotions in cognitive development, a Vygotskian Sociocultural Theoretical perspective views cognition-and-emotion as basic components of human consciousness, the dialectical relationship between them being captured in the concept of perezhivanie. Building on recent expansions of Vygotsky's concept of perezhivanie (Lantolf & Swain, 2019b) and distinguishing between affect, feeling, and emotion, this article explores the complex interplay between cognition-and-emotion and its link to provoking the psychological development of two novice teachers as they progress through their teaching practicum during their MA TESOL Program in North America. Utilizing multiple data sources, including each novice teacher's dialogic reflective teaching journal, professional development plan, and final reflective essay, we qualitatively analyze instances of cognitive/emotional dissonance that emerged and the working over of these instances with the responsive mediation of the practicum supervisor. Our findings reveal how the practices of second language teacher education have the potential to create mediational spaces for novice teachers to work through and make sense of their emotional experiences as well as to foreground affect, feeling, and emotion as a shared social endeavor.

Key words Vygotskian sociocultural theory, Cognition-and-emotion, Perezhivanie, Second language teacher education, Novice teacher, Responsive mediation

Transfer of genre knowledge among three languages: Insights from English-medium postgraduate programs in Kazakhstan

Bridget Goodman, University of London

Assel Kambatyrova, Nazarbayev University

Sulushash Kerimkulova,Nazarbayev University

Abstract Kazakhstani universities are increasingly offering courses taught in three languages (Kazakh, Russian, and English) as part of a national language education policy. Within this context, transfer among languages may appear as both a sign of competence and a pathway to developing competence. The purpose of this paper is to address three questions: 1) to what extent and in which direction(s) do Kazakhstani postgraduate students report transfer genre knowledge among three languages? 2) What is the relationship between perceived transfer of genre knowledge, overall genre knowledge, and proficiency in the three languages? Survey data of students (n = 283) and focus group interviews with faculty, students, and administrators (n = 107) in six universities revealed transfer of knowledge is multidirectional, but students are more likely to transfer knowledge from their mother tongue (Russian or Kazakh) to English. Higher overall language proficiency is linked to transfer of genre knowledge among languages. At the same time, students and faculty described awareness of the extent to which practices do not transfer among languages.

Key words EMI, Transfer, Genre knowledge, Trilingual, Kazakhstan, Postgraduate

期刊简介

This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to the learning and teaching of all languages (e.g. English, Chinese, Arabic, etc.) as second or foreign languages in all countries. System requires articles to have a sound theoretical base and a visible practical application for a broad readership. Review articles are considered for publication if they deal with critical issues in language learning and teaching with significant implications for practice and research.

System 致力于教育技术的应用和外语教学问题的应用语言学。所有国家都注重所有语言(如英语、汉语、阿拉伯语等)作为第二语言或外语的学习和教学。制度要求文章具有坚实的理论基础和广大读者可见的实践应用。如果评论文章涉及语言学习和教学的关键问题，对实践和研究具有重要意义，则可以考虑发表。

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https://www.sciencedirect.com/journal/system

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