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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AI in the classroom: Exploring students’ interaction with ChatGPT in programming learning

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 15, 2025

Language: Английский

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EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation: A motivational climate theory (MCT) perspective in focus

Learning and Motivation, Journal Year: 2025, Volume and Issue: 90, P. 102114 - 102114

Published: Feb. 27, 2025

Language: Английский

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Unboxing the intersections between self‐esteem and academic mindfulness with test emotions, psychological wellness and academic achievement in artificial intelligence‐supported learning environments: Evidence from English as a foreign language learners

British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 22, 2025

Abstract The integration of artificial intelligence (AI) into language education is rapidly transforming English as a foreign (EFL) learning environments, presenting both opportunities and challenges. While AI‐supported tools offer potential benefits, they can also trigger complex test‐related emotions that may impact learners’ psychological academic well‐being. Therefore, understanding the interplay between internal resources like self‐esteem mindfulness, alongside these emotions, becomes crucial. This study investigated correlations mindfulness with test well‐being achievement among EFL learners in contexts China. To meet this purpose, quantitative approach was employed, using data collected from sample 305 university students (155 males 150 females) China selected through stratified random sampling. analysis conducted via confirmatory factor structural equation modelling SMART PLS software. results indicated were strong predictors wellness achievement. Higher levels linked to higher These findings stress necessity incorporating socio‐emotional skills AI‐enhanced learning, considering students’ when deploying AI designing interventions address emotional challenges within environments.

Language: Английский

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AI-Driven Literary Analysis: Exploring the Impact of Artificial Intelligence on Text Interpretation and Criticism

Journal of Machine and Computing, Journal Year: 2025, Volume and Issue: unknown, P. 1124 - 1139

Published: April 5, 2025

Artificial Intelligence (AI) in literary studies has disrupted traditional schools of thought regarding textual analysis, interpretation, and criticism. This research establishes a framework that is AI-powered: the Literary Interpretative Neural Algorithm (LINA), which shows promise for analysis complex linguistic patterns, thematic structures, stylistic elements teaching learning language. With its hybrid approach integrating Natural Language Processing (NLP), transformer-based deep models, sentiment LINA assesses texts ranging across historical contemporary genres. Contrasting conventional methods often judged through lens subjective enables data-driven, unbiased analyses themes, character development, intertextual relationships. The further examines capability AI to reveal those aspects have remained obscure: establish hidden authorial intent, evolution genre over aeons. effectiveness model validated contrast heterogeneous corpus works, including insights derived from proposed against critical methods. study concludes by emphasizing AI-enhanced could serve advance academic discourse, automate tasks classification, provide additional layers text interpretation. Contributions will lie at interaction between humanities translation publications, stressing need interdisciplinary approaches digital age. Future work characterize refined deeper semantic understanding ethical issues automated

Language: Английский

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AI-powered personalized learning: Enhancing self-efficacy, motivation, and digital literacy in adult education through expectancy-value theory

Learning and Motivation, Journal Year: 2025, Volume and Issue: 90, P. 102129 - 102129

Published: April 15, 2025

Language: Английский

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The Role of AI Implementation in Higher Education in Achieving the Sustainable Development Goals: A Case Study from Slovenia

Sustainability, Journal Year: 2024, Volume and Issue: 17(1), P. 183 - 183

Published: Dec. 29, 2024

Artificial intelligence (AI) holds immense potential to drive sustainable development by enabling progress toward the realization of 17 Sustainable Development Goals (SDGs) outlined in 2030 Agenda. This is emphasized concept twin transitions, where digital and green transformations reinforce each other. study examines integration AI 26 courses at University Ljubljana, Slovenia, focusing on its impact. Using an exploratory case a comprehensive content analysis framework, identifies inhibiting factors interplay transitions education. The results reveal that higher education can facilitate achieving 11 SDGs 28 targets promoting innovation, equality, literacy. At same time, however, it also harbors risks hinder 7 targets, particularly terms data protection equal access. By highlighting synergies between transformations, this provides actionable insights for educators policy makers who want harness transformative while addressing challenges calls future research broader educational landscape.

Language: Английский

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Which features of AI-based tools are important for students? A choice-based conjoint analysis

Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: unknown, P. 100311 - 100311

Published: Sept. 1, 2024

Language: Английский

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ChatGPT Use

Advances in educational technologies and instructional design book series, Journal Year: 2024, Volume and Issue: unknown, P. 309 - 330

Published: Oct. 11, 2024

This work employs intersectionality and capital theory as theoretical interpretive lenses for exploring ChatGPT use drivers barriers in English academic purposes among students whose voice is downplayed relevant literature. Data were drawn from in-depth interviews with 11 second-generation migrant engineering learning disabilities at three higher education institutions Greece. Thematic analysis revealed intersectional driver themes: a) fear failure, b) fast help, c) non-judgmental friend teacher. Barrier themes included plagiarism paraphrasing struggles, low marks, addiction. Findings unveil the overt covert of using EAP courses through eyes marginalized provide insight that may help practitioners design inclusive utilizing ChatGPT.

Language: Английский

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