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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Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners

System, Journal Year: 2024, Volume and Issue: 125, P. 103419 - 103419

Published: July 30, 2024

Language: Английский

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Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study

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

Published: Oct. 27, 2024

ABSTRACT As artificial intelligence (AI) gains prominence, its integration into second language (L2) /foreign (FL) instruction has become a significant trend. Despite the considerable promise of AI for L2/FL learning, more research is still needed on effects student academic engagement in literature classes and corresponding emotional experiences. This study, therefore, aimed to examine use English as foreign (EFL) learners' engagement, experience was also qualitatively explored. Students were allocated experimental group ( N = 48), who received integrated with AI, control traditional without assistance. Quantitative data collected using an FL scale, supplemented by individual semi‐structured interviews qualitative phase. The results indicated that integrating EFL positive effect students' cognitive, social engagement. Moreover, experiences found be abundant dynamic, exerting influence their study provides valuable insights educators researchers regarding instruction.

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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How AI‐Enhanced Social–Emotional Learning Framework Transforms EFL Students' Engagement and Emotional Well‐Being

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1)

Published: Jan. 12, 2025

ABSTRACT This study explores the transformative role of AI‐enhanced social–emotional learning (SEL) frameworks in improving engagement and emotional well‐being English as a foreign language (EFL) students China. A survey was conducted among 816 undergraduate postgraduate from universities across five provinces, utilising convenience sampling. The research focused on how AI tools integrated into contribute to student stability. Data were analysed using SPSS for descriptive regression analyses AMOS structural equation modelling. findings highlight that SEL significantly boosts well‐being. By providing tailored experiences based students' cognitive needs, systems facilitate better regulation, increased focus improved academic performance. results suggest offer personalised support not only enhances outcomes but also creates more emotionally supportive environment, contributing overall success

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 Effect of Artificial Intelligence Tools on EFL Learners' Engagement, Enjoyment, and Motivation

Computers in Human Behavior, Journal Year: 2024, Volume and Issue: 162, P. 108474 - 108474

Published: Oct. 12, 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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Leveraging artificial intelligence (AI) in English as a foreign language (EFL) classes: Challenges and opportunities in the spotlight

Computers in Human Behavior, Journal Year: 2024, Volume and Issue: 159, P. 108354 - 108354

Published: June 20, 2024

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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