Enjoyment and boredom in GenAI-mediated informal L2 speaking practices: The impact of gender, L2 proficiency, personal innovativeness, and GenAI competence

Forum for education studies., Journal Year: 2025, Volume and Issue: 3(2), P. 2622 - 2622

Published: April 21, 2025

The use of conversational GenAI tools for informal second language (L2) speaking practice has become increasingly popular, offering learners immersive interaction experiences. Enjoyment and boredom are key emotions influencing L2 performance closely tied to individual differences. This study examines how two traditional factors—gender proficiency—and GenAI-related factors—personal innovativeness competence—affect learners’ enjoyment in GenAI-mediated practices. A survey was conducted with 308 majors from 18 Chinese universities who used tools. analysis, based on Partial Least Squares-SEM, revealed that male experienced higher levels boredom, although gender did not affect enjoyment. Contrary prior studies, proficiency found have no impact either or boredom. Personal positively predicted negatively while competence only These findings provide valuable pedagogical insights teachers.

Language: Английский

Giving Away the Immersive L2 Learning Experiences in GenAI‐Mediated Contexts: The Contributions of Cognitive and Affective Factors

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(2)

Published: March 23, 2025

ABSTRACT Immersive learning plays a crucial role in effective second language (L2) acquisition, but many learners face limited opportunities to interact with native speakers. While existing research highlights the importance of immersion L2 learning, there is still gap understanding how Generative AI (GenAI) can provide greater access such immersive environments. This study aims address this by exploring factors influencing GenAI‐mediated learning. Drawing upon cognitive‐affective model control‐value theory, and technology acceptance model, examined impact cognitive (e.g., perceived ease use usefulness) affective enjoyment boredom) on immersion, using sample 460 Chinese college learners. Structural equation modelling Amos 24 was applied analyse data, yielding several key findings. (i) Perceived positively predicted usefulness had no direct effect or boredom. (ii) influenced while negatively affecting (iii) Enjoyment positive predictor whereas boredom significant effect. (iv) Mediation analysis revealed that indirectly through not combination usefulness. The concludes implications for practice suggestions future research.

Language: Английский