Exploring Chinese EFL learners’ engagement with large language models: A self-determination theory perspective

Learning and Motivation, Journal Year: 2024, Volume and Issue: 87, P. 102014 - 102014

Published: June 14, 2024

Language: Английский

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Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era

European Journal of Education, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 28, 2024

ABSTRACT As artificial intelligence (AI) has been integrated into foreign language (FL) education, learners' well‐being is influenced by various factors, including technological, personal and contextual elements. However, few studies explored how external internal factors jointly shape FL in the era of generative AI. To fill this gap, study explores effects AI acceptance, perceived teachers' enthusiasm self‐efficacy on investigating 613 university learners English as a (EFL). The structural equation modelling results reveal that (1) acceptance positively predicts EFL self‐efficacy; (2) does not predict (3) for receptive skills mediates relationship between acceptance/perceived well‐being, whereas productive play mediation role. This research broadens understanding antecedents extends application theory AI‐driven educational environment, providing significant pedagogical implications.

Language: Английский

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From Technology‐Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1), P. 1 - 16

Published: Jan. 27, 2025

ABSTRACT Artificial Intelligence (AI) literacy has come to the spotlight, empowering individuals adeptly navigate modern digitalised world. However, studies on teacher AI in English as a Foreign Language (EFL) context remain limited. This study aims identify intraindividual differences and examine its associations with age years of teaching experience among 782 teachers. Given absence reliable instrument measure literacy, we first constructed validated scale encompassing five sub‐scales: Knowledge , Use Assessment Design Ethics . Subsequently, latent profile analysis (LPA) was conducted using Mplus 7.4, results revealing four distinct profiles: Poor (C1: 12.1%), Moderate (C2: 45.5%), Good (C3: 28.4%), Excellent (C4: 14.1%). Multinomial logistic regression analyses indicated significant between both experience. Additionally, 32 respondents participated semi‐structured interviews. The qualitative data analysed MAXQDA 2022 triangulated quantitative offered deeper insights into teachers’ perceptions their literacy. provides theoretical practical implications for understanding Chinese EFL context.

Language: Английский

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The Effects of Using AI Tools on Critical Thinking in English Literature Classes Among EFL Learners: An Intervention Study

European Journal of Education, Journal Year: 2024, Volume and Issue: 59(4)

Published: Oct. 16, 2024

ABSTRACT Artificial intelligence (AI)‐driven learning has become an irreversible trend in foreign language education. Scholars are increasingly focusing on this field, yet few have examined its impact within English literature classes. To fill gap, we designed 8‐week intervention study with mixed methods and recruited 90 students, 42 the experimental group 48 control group, matched for average age, proficiency gender ratio. Critical thinking levels were measured before after using a standardised assessment tool. In students used AI tools (ChatGPT‐3.5, Bodoudou, SummarizBot, etc.) to generate answer text‐related questions, participate interactive quizzes AI‐assisted debates during classes, while followed traditional without tools. The findings revealed statistically significant improvement critical skills of compared as by pre postintervention assessments ( p < 0.05). This suggests that can effectively enhance abilities not only contributes emerging discourse education but also offers practical implications integrating technologies support enrich experiences EFL potential guide educators policymakers designing AI‐driven educational strategies culturally responsive pedagogically effective.

Language: Английский

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The interplay between English teachers’ rapport and immediacy and the students’ academic motivation

Learning and Motivation, Journal Year: 2024, Volume and Issue: 87, P. 101991 - 101991

Published: April 26, 2024

Language: Английский

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From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms

European Journal of Education, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 31, 2024

ABSTRACT The use of artificial intelligence (AI) technologies in second/foreign language education has recently gained a bulk attention. However, the emotional experiences English as foreign (EFL) learners AI‐mediated classes have been ignored. To fill this gap, present qualitative study examined 34 Chinese EFL students' perceptions AI‐induced emotions and regulation strategies. A semi‐structured interview narrative frame were used to collect data. gathered data thematically analysed through latest version MAXQDA software (v. 2023). findings revealed that students had mostly experienced positive ‘motivation’, ‘excitement’, ‘engagement’ ‘confidence’. On negative side, they reported experiencing ‘frustration’, ‘anxiety’ ‘stress’ more frequently their classes. Furthermore, indicated participants six strategies, namely ‘seeking help from others’, ‘shifting attention’, ‘cognitive change’, ‘persistent practice’, ‘staying positive’ ‘suppression’ regulate emotions. are discussed implications provided for educators understand aspect AI injection into L2 education.

Language: Английский

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Do achievement emotions underlie L2 engagement? a mixed-methods multinational study on the role of achievement emotions in multilingual English learners’ behavioral, cognitive, and emotional engagement

Journal of Multilingual and Multicultural Development, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 20

Published: Feb. 3, 2025

Language: Английский

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Chinese English as a Foreign Language College Students’ Emotional Intelligence and Willingness to Communicate: A Latent Profile Analysis

Perceptual and Motor Skills, Journal Year: 2025, Volume and Issue: 132(1), P. 119 - 143

Published: Feb. 1, 2025

In language learning, communication is essential, where learners’ desire and willingness to interact with others are significant in honing their capabilities alongside other necessary competencies. There many factors that influence students’ communicate (WTC), among which the correlation between emotional intelligence WTC still needs be further researched. To investigate profiles of Chinese EFL college students examine different levels communicate, we recruited 476 English as a foreign (EFL) learners across 11 provinces complete our questionnaire. Through latent profile analysis (LPA) one way variance, found there were four EI students: Emotionally Challenged (EC), Struggling (ES), Average (EA), Proficient (EP), most (63%) fell into EA profile. The EC (17%) was second largest We also each had unique characteristics, dimensions including, speaking, reading, writing, comprehension. Notably, demonstrated lowest level profiles, whereas EP displayed highest overall level. These findings meaningful for comprehending within learning environments, they provide valuable insights educators address diverse enhance WTC.

Language: Английский

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“I feel AI is neither too good nor too bad”: Unveiling Chinese EFL teachers’ perceived emotions in generative AI-Mediated L2 classes

Computers in Human Behavior, Journal Year: 2024, Volume and Issue: 161, P. 108429 - 108429

Published: Aug. 31, 2024

Language: Английский

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Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed‐methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship

International Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 24, 2024

Abstract Teachers play a critical role in fostering students’ creativity, especially English as foreign language (EFL) classes, known teaching for creativity (TfC). Despite this, no comprehensive study has explored how the work environment influences EFL teachers’ TfC. Therefore, this investigates various holistic factors affect TfC among Chinese teachers. Drawing on dynamic componential model of employs mixed‐methods approach, combining quantitative data from survey 406 teachers analyzed using partial least squares structural equation modeling Smart PLS 3, and qualitative insights semi‐structured interviews with 20 MAXQDA 2022. The results reveal that perceived climate peer group interaction positively significantly impact TfC, whereas supervisory relationship (SR) does not show significant effects. findings validate these outcomes offer deeper into PC PGI specifically facilitate or impede alongside explanations non‐significant SR. Additionally, analysis identifies another influential factor TfC: teacher–student interaction. These carry theoretical practical implications teacher educators professional development

Language: Английский

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