Showing papers in "System in 2017"

TL;DR: This article investigated the link between engagement and motivation over the course of a semester in a naturally occurring Japanese elementary school classroom environment and found that engagement strongly predicted more adaptive intrinsically regulated motives and negatively predicted more extrinsic motives.

TL;DR: The authors found that vocabulary size is the strongest predictor of listening comprehension, followed by general language proficiency, while metacognitive awareness is less important. But they did not explore what proportion of the variance in listening comprehension is explained by general L2 proficiency, vocabulary size and metACognitive awareness.

TL;DR: The results indicated that there were vocabulary gains for all the groups regardless of the learning conditions, and EIG was the only condition to maintain a long-term knowledge of the learned words.

TL;DR: The result indicated strong topic effects on the majority of complexity measures, and lexical and morphological dimensions of complexity loaded on one construct and that the unit-length measures with different base units loaded on different constructs.

TL;DR: It is suggested that OR has a role to play in balancing the technical and non-technical research challenges which confront the IoT, and the various approaches of Systems Thinking, including “soft” OR, which may assist in dealing with these problems.

TL;DR: The research shows that users’ features and external environment affect the evaluation and the satisfaction of city stakeholders about the use of ICT platforms by underlining the need for enlarging the study on informatics tools, in order to also include subjective variables.

TL;DR: The authors explored the dynamic nature of learner beliefs in relation to learner engagement with written corrective feedback (WCF) and found that learners' beliefs about WCF were mediated by learner's experiences of processing and using WCF.

TL;DR: This article explored the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts in a secondary school in Turkey, and found that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair and embodied explanations.

TL;DR: In this article, the authors adopted a between-network approach to examine the relationships between three key constructs of self-directed learning (SDL) (selfmanagement, desire for learning, and self-control), computer technology use and related personal factors (age, gender, language learning anxiety and language learning style) in English language learning in the university context.

TL;DR: The findings showed an increased preference for structured non-formal learning resources, and a decline in do-it-yourself learning objects as learners moved from one life stage to another during the five-year period, and it is argued for further research on language learning which occurs entirely beyond the classroom.

TL;DR: Correlation and hierarchical regression analyses, conducted on two datasets of English- as-a-foreign-language texts, showed that formulaic measures were the best predictors of text quality and provided a much higher specific contribution to the prediction than single-word lexical measures of diversity and sophistication.

TL;DR: The authors investigated the role of parental socio-economic status (SES) in Chinese middle school students' English learning over time, and found significant relationships between SES and parents' attitudes towards English, parenting styles, Chinese books available at home, parental involvement in children's English learning, and parental beliefs and expectations toward their children's learning ability.

TL;DR: This paper explored the motivational profiles of two L1-English-speaking advanced language learners of Chinese and Arabic through narrative inquiry, and examined the dynamicity of the potentially synergistic relationships of the ought-to and anti-ought-to selves.

TL;DR: In this article, the authors describe peer interaction among children with English as an additional language (EAL) in primary schools through linguistic analysis and provide an exploratory examination of the nature of their collaborations, how they work together and the ways they interact as they complete classroom task pair work.

TL;DR: In this article, the authors developed and validated four brief measures of L2 language-skill-specific anxiety scales: L2 listening, speaking, reading, and writing anxiety scales, which provided evidence for the reliability, convergent validity, and discriminant validity of the scores of the four measures.

TL;DR: The notion of smart devolution as a key governance component that is enabling some cities to formulate their own smart city-regional governance policies and implement them by considering the role of the smart citizens as decision makers rather than mere data providers is elucidated.

TL;DR: Investigating the development of the collaborative competences that teachers require when engaging in telecollaborative projects suggests that teacher training through modeling and exploratory practice may help teachers acquire the conceptual and procedural knowledge and skills required by the telecoll collaboration teacher.

TL;DR: The authors examined the roles of motivation and peers in EFL vocabulary learning and found that learners enjoy and value learning and perceived autonomy is important in cultivating the enjoyment and value of learning in learners' minds.

TL;DR: This article used questionnaires and interviews to investigate Chinese university students' perceptions and awareness of their own culture and the perceived effects of home culture on intercultural communication, and found that the majority of students had a rather superficial understanding of their home culture.

TL;DR: In this article, the authors examined the relationship between EFL teachers' reflective practices and self-efficacy, and suggested a list of best reflective practices that are conducive to improving teachers' selfefficacy.

TL;DR: In this article, a longitudinal study analyzes the oral interactions of 32 young Spanish learners (ages 8-10) when performing a communicative task twice in two consecutive academic years, and the findings revealed the facilitative role of the L1 for task completion by young learners in foreign language settings.

TL;DR: The authors investigated the contribution of two six-month Professional Learning Community (PLC) interventions to 10 English as a Foreign Language (EFL) novice and experienced teachers' self-efficacy.

TL;DR: The study shows that telecollaborative conversations create particular conditions which affect the ways children express their voice, and shows the importance of a multimodal perspective on how children express voice to support their communication when using video conferencing.

TL;DR: The proposed method systematically helps to simplify the complex causal loop diagrams based on three activities iteratively applied during particular steps: endogenisation, encapsulation and order-oriented reduction.

TL;DR: This paper investigated whether the provision of out-of-class speaking practice to young learners of English could contribute to improving speaking proficiency grades, and have a positive impact on children's willingness to communicate.

TL;DR: Wang et al. as discussed by the authors examined the plagiarism policies made publicly available by eight major universities of foreign studies in mainland China and found that despite inter-institutional variations, the policy documents are dominated by moralistic and regulatory discourses and are characterized by the conspicuous lack of an educative approach to plagiarism.

TL;DR: This research demonstrates that classroom-based experimental reading studies which control for time-on-task are feasible and provides evidence of both the effectiveness and efficiency of developing reading rates through extensive reading relative to traditional reading instruction with grammar-translation exercises.

TL;DR: This article presents a sequential diagram to demonstrate the interaction and information exchange between the actors in the supply chain, when the traceability information is requested, and discusses challenges and future studies required to implement traceability in the textile supply chain.

TL;DR: In this article, the authors investigated factors influencing the demotivation and remotivation of Korean high school EFL students and found that the majority of the participants became most demotivated in junior high school, mainly due to external factors, such as ineffective teaching methods, learning difficulty, and social pressure.