Showing papers in "System in 2019"

TL;DR: The paper discusses the benefits of integrating digital twins with system simulation and Internet of Things (IoT) in support of MBSE and provides specific examples of the use and benefits of digital twin technology in different industries.

TL;DR: This paper investigated to what extent foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 564 Chinese undergraduate EFL learners are different from learners outside China, while mean levels of FLE and FLCA were found to differ.

TL;DR: This paper differentiates between general systems theory (GST) and complexity theory, as well as identifies advantages for the social sciences in incorporating complexity theory as a formal theory.

TL;DR: In this paper, the authors introduce the concept of achievement emotions into the L2 context and bridge the gaps between these two fields of emotion research, and discuss theory, measurement, and empirical studies related to the construct of achievement emotion.

TL;DR: Engagement represents the goal most teachers seek when imagining the ideal classroom as discussed by the authors, and has been a topic of growing interest in education and educational psychology, but has had only limited adoption as a topic for study in language education.

TL;DR: This paper examined the interaction of 32 dyads of 11-12 year-old Spanish EFL learners with an elementary proficiency level while they completed an oral task and an oral+written task, and found that children were mostly collaborative in both modalities but there were differences regarding how the tasks unfolded.

TL;DR: This paper provided a comprehensive and critical review of the research on various aspects of oral and written corrective feedback (CF) based on selected articles published in System over the past 25 years, demonstrating that despite the discrepancies in the characteristics and pedagogical practices of the two types of CF, they have been examined from similar perspectives in the research.

TL;DR: The authors reviewed existing studies of learners' mindsets in language education to summarize current knowledge and to identify research gaps, and highlighted that learners' mental states are associated with various motivational factors in a meaning-making system that guides learners' emotional responses and behavioural acts across different situations.

TL;DR: The authors explored the relationship between affective variables (L2 self-confidence, L2 anxiety, L 2 motivation, and grit) and willingness to communicate (WTC) in in-class, out-of-class and digital contexts.

TL;DR: This paper examined correlations among personality, wellbeing and stress among an international sample of language teachers and found that both personality and stress are consistently correlated with teacher wellbeing, but they did not correlate with each other, and pointed out the need to understand both the sources of stress and the positive uplifts experienced by teachers as they contribute to wellbeing.

TL;DR: The main outcome of the present research is that knowledge can be considered as a field, which is manifesting in different forms like energy, and this thermodynamics framework opens new directions for research in knowledge management, decision-making and leadership.

TL;DR: This paper found that under the guidance of their teachers, the participants engaged in formative assessment in a proactive manner and appeared to be emerging as self-regulated learners in English language learning.

TL;DR: In this article, a case study on Chinese university EFL students' engagement with written corrective feedback (WCF) was conducted, where data collected from multiple resources including students' writing, verbal reports, interviews, field notes, and class documents.

TL;DR: Wang et al. as mentioned in this paper found that the use of audio/video and teachers' voices/facial expressions were perceived by participants as the most satisfactory, whereas the visual design of PowerPoint slides was the least satisfactory.

TL;DR: In this article, the authors investigated smartphone use for the online informal learning of English among undergraduate students in Slovenia and found that participants still predominantly access online content for receptive rather than interactive/productive activities, in particular when English and not their mother tongue is involved.

TL;DR: The authors investigated what Hong Kong secondary school teachers know and think about, and how they practice classroom-based writing assessment through a questionnaire, telephone interviews, and classroom observations, finding that most respondents had pertinent assessment knowledge and positive conceptions about alternative writing assessments.

TL;DR: The authors examined the interactional effect of written corrective feedback explicitness and type of target structure on the accuracy of students' revision and new pieces of writing and found that both types of WCF enabled learners to improve their accuracy of both target structures in revision, but a significant improvement from the first writing to the new writing was only found for the past perfect.

TL;DR: This article explored the communicative needs of summer study abroad students in Japan and found that learners' speaking-oriented immediate needs, as well as several important yet problematic tasks were identified by Task-Based Language Teaching (TBLT).

TL;DR: In this article, the authors examine the historical trajectory and analyse major trends and issues of this line of research in relation to the articles published in System, showing how language learning strategy research has contributed to the enterprise of language learning and teaching in its almost 45 year history.

TL;DR: This paper proposes a methodological framework for analyzing investments and potential gains associated with MBSE implementation on large-scale system programs, characterized in terms of system complexity, environment complexity and regulatory constraints, and system lifespan.

TL;DR: It is found that food can be a fertile ground for the implementation of a circular economy’s principle and could also provide support in understanding its evolution and adjusting its objectives accordingly.

TL;DR: Results showed that the writers in both groups improved in terms of their lexical diversity, grammatical accuracy of relative clauses, and fluency, but the simple-to-complex group maintained the gains over time, and Pedagogical implications for task sequencing in L2 contexts are discussed.

TL;DR: This article investigated how multi-word sequence use can predict human judgments of writing proficiency using a multi-faceted approach, and found that higher rated essays include more strongly associated academic bigrams, a greater proportion of frequent academic trigrams, and more significantly associated spoken trigrams.

TL;DR: SenseMaker can provide nuanced insight into system-level patterns of human sensemaking that can provide insight to nudge systems towards more desirable futures, and enable researchers to measure beyond what they know.

TL;DR: This paper investigated the influence of pre-task explicit instruction on the performance of a focused task and found that the explicit instruction led to more frequent but not more accurate use of the target structure and that it had detrimental global effects on the complexity, accuracy and fluency of the learners' production.

TL;DR: In this paper, the authors developed a motivational process model illustrating how Saudi students' Basic Psychological Needs (BPN) were linked to their second language (L2) achievement in English, and they employed Motivational theories that have been extensively researched in Educational Psychology were employed as possible mediators of the BPN-L2 achievement relationship.

TL;DR: In this article, the authors examined how expectancy and subjective task values, the two constructs derived from the theory, are related to second language learning, and how the theory can be applied to daily teaching for the improvement of students' learning.

TL;DR: The authors investigate how the change of student attitudes affects patterns of interaction and language learning opportunities in collaborative writing and the factors that influence learners' attitudes towards collaborative writing, and make several recommendations for how to best implement collaborative writing tasks in L2 classes to maximize the occasions for language learning.

TL;DR: The authors investigated teachers' beliefs regarding grammar instruction integrated into communicative teaching in an English-as-a-foreign-language (EFL) context, with a focus on conflicting beliefs.