Future of Language Learning: Unveiling the Power of AI‐Driven Adaptive Platforms to Tailor Language Learning Based on Learners' Needs, Proficiency and Learning Styles DOI

Mingmei Qu

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

Published: May 19, 2025

ABSTRACT This study investigates the interplay between EFL students' needs, proficiency levels, learning styles and AI‐powered adaptive platforms in fostering academic engagement. A positive significant relationship was observed, demonstrating that effectively cater to individual levels styles, thereby enhancing their Among variables studied, showed a stronger correlation with engagement compared levels. The findings also highlight varying degrees of mediation by examined factors. Learners' needs emerged as strongest mediator, suggesting tailored specific educational requirements significantly boost Learning were identified another substantial aligning instructional methods preferences contributing enhanced Conversely, served weaker indicating platform features may not substantially differ across groups. These insights emphasise critical role personalisation AI‐driven its implications for optimising outcomes contexts.

Language: Английский

Fostering Engagement in AI‐Mediate Chinese EFL Classrooms: The Role of Classroom Climate, AI Literacy, and Resilience DOI
Xiaochen Wang, Yang Gao, Qikai Wang

et al.

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

Published: Dec. 13, 2024

ABSTRACT The rise of artificial intelligence (AI) has significantly impacted education, yet few scholars have explored AI‐assisted classrooms, particularly in language education China. Understanding the roles classroom climate, AI literacy, and resilience is essential, as these factors foster positive learning environments enhance student engagement. In this sense, study, grounded Social Cognitive Theory, employs structural equation modelling to investigate influencing engagement Chinese English a Foreign Language (EFL) classrooms. It examines data from 606 university EFL learners explore interactions among variables mediating role resilience. findings indicate that all predict engagement, highlighting importance both environmental cognitive fostering active participation. Furthermore, serves crucial mediator, linking climate literacy This study provides some insights for educators policymakers, emphasising need cultivate supportive environments, promote programs, strengthen students' optimise educational settings.

Language: Английский

Citations

18
The Mediating Roles of Resilience and Flow in Linking Basic Psychological Needs to Tertiary EFL Learners’ Engagement in the Informal Digital Learning of English: A Mixed-Methods Study DOI Creative Commons
Yang Gao, Xiaochen Wang, Barry Lee Reynolds

et al.

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(1), P. 85 - 85

Published: Jan. 18, 2025

Resilience and flow are crucial in language education, yet most research focuses on formal learning environments, with limited studies their impact informal settings. This study explores the relationship between basic psychological needs engagement context of digital English (IDLE). Using a mixed-methods design, data were collected from 512 Chinese EFL learners. Structural equation modeling NVivo analysis applied to quantitative qualitative data, respectively. The findings reveal that resilience fully mediates engagement, serving as an adaptability enhancer, persistence promoter, stress buffer, self-efficacy builder, emotional regulation facilitator. Conversely, partially this relationship, though perceived competence does not significantly predict context. Building this, contributes intrinsic motivation driver, positive cycle creator, external pressure mitigator, efficiency enhancer. underscores important role IDLE among university students. By highlighting these mediating roles, provides valuable insights for enhancing effectiveness experiences, contributing broader discourse education age.

Language: Английский

Citations

9
Primary School Students' Perceptions of Artificial Intelligence: Metaphor and Drawing Analysis DOI Creative Commons
Jale Kalemkuş, Fatih Kalemkuş

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

Published: Jan. 27, 2025

ABSTRACT Due to the frequent use of artificial intelligence (AI) technologies in daily life, it is thought that primary school students acquire information about this concept from various sources. The way these sources present AI may affect students' perceptions AI. In study, was aimed examine third and fourth grade through metaphors drawings. This research, which conducted with participation 262 students, phenomenological design. When participants were analysed, determined they produced 100 metaphors, evaluated 17 categories as humanistic feature, source, danger, development, superhuman service, source happiness, productivity, orientation, commitment, pervasiveness, necessity, security, speed, difficulty, virtual environment uncertainty. Accordingly, many different perspectives most danger. It human, brain living prominent human characteristic category; teacher, wise book finally, enemy, weapon monster danger category. drawing findings 37 codes represented four categories: purpose, object, interaction environment. purpose category, information, happiness; object mostly humanoid robot; emphasising interaction; not specified. line obtained, literature discussions made suggestions made.

Language: Английский

Citations

2
The Effect of Artificial Intelligence Tools on EFL Learners' Engagement, Enjoyment, and Motivation DOI
Lingjie Yuan, Xiaojuan Liu

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

Published: Oct. 12, 2024

Language: Английский

Citations

17
The Effects of Using AI Tools on Critical Thinking in English Literature Classes Among EFL Learners: An Intervention Study DOI Open Access
Wenxia Liu, Yunsong Wang

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

Citations

17
What drives college students to use AI for L2 learning? Modeling the roles of self-efficacy, anxiety, and attitude based on an extended technology acceptance model DOI Creative Commons

Dayou Chen,

Wentao Liu,

Xinyu Liu

et al.

Acta Psychologica, Journal Year: 2024, Volume and Issue: 249, P. 104442 - 104442

Published: Aug. 6, 2024

Prior research highlights the critical role of AI in enhancing second language (L2) learning. However, factors that practically affect L2 learners to engage with resources are still underexplored. Given widespread availability digital devices among college students, they particularly poised benefit from AI-assisted As such, this study, grounded an extended Technology Acceptance Model (TAM), investigates predictors learners' actual use tools, focusing on self-efficacy, AI-related anxiety, and their overall attitude toward AI. Data was gathered 429 at Chinese universities via online questionnaire, utilizing four established scales. Through structural equation modeling (SEM) AMOS 24, results indicate self-efficacy could negatively positively influence both tools. Besides, anxiety predicted Moreover, a positive predictor through reducing AI, or combination both. This study also discusses theoretical pedagogical implications suggests directions for future research.

Language: Английский

Citations

14
A latent growth curve modeling of Chinese EFL learners’ emotional fluctuations in AI-mediated L2 education: is positivity or negativity on the rise? DOI

Guofeng Zhao

Innovation in Language Learning and Teaching, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 14

Published: Jan. 1, 2025

The role of artificial intelligence (AI) tools in promoting different aspects second language (L2) education has recently obtained increasing attention. However, there is insufficient evidence about the contribution AI-mediated L2 instruction to English as a foreign (EFL) learners' positive and negative emotions. To address gap, this study conducted latent growth curve modeling (LGCM) analysis find out changes 350 Chinese EFL classroom engagement enjoyment. Two questionnaires were used collect data at points semester that was taught through AI tools. results showed both enjoyment significantly increased learners over time. While grew steadily participants, rate not equal among them. Furthermore, it found student had going-togetherness time, from beginning end course. are discussed implications for adoption classes provided teachers teacher educators.

Language: Английский

Citations

1
What sustain Chinese adult second language (L2) learners’ engagement in online classes? A sequential mix-methods study on the roles of L2 motivation and enjoyment DOI Creative Commons
Yanyan Li, Hanwei Wu, Shuai Ren

et al.

PLoS ONE, Journal Year: 2025, Volume and Issue: 20(1), P. e0317761 - e0317761

Published: Jan. 24, 2025

Recent research has integrated positive psychology with the Second Language Motivational Self System (L2MMS) to explore how enjoyment, L2 self-guides (including ideal self and ought-to self), engagement interact among school-aged second-language (L2) learners. However, there is a significant gap in understanding these dynamics adult learners, particularly those who primarily learn second language online—a group that been largely overlooked. To address this gap, our study examined underlying mechanisms connecting constructs. We employed sequential mixed-methods approach 367 learners enrolled online courses at three universities China. Quantitative data were analyzed using structural equation modeling (SEM) Amos 24, revealing several key findings. Enjoyment was found directly positively predict engagement. contrary existing literature, did not either enjoyment or In contrast, predicted both engagement, it indirectly influenced through enjoyment. Qualitative data, gathered semi-structured interviews five participants MAXQDA 2022, provided deeper insights into statistical trends. This concludes by discussing its implications suggesting directions for future research.

Language: Английский

Citations

1
Does the instructional approach really matter? A comparative study of the impact of online and in-person instruction on learner engagement DOI Creative Commons
Zhiyong Li, Zonglin Dai, Jiaying Li

et al.

Acta Psychologica, Journal Year: 2025, Volume and Issue: 253, P. 104772 - 104772

Published: Feb. 1, 2025

Language: Английский

Citations

1
Enjoyment and boredom in GenAI-mediated informal L2 speaking practices: The impact of gender, L2 proficiency, personal innovativeness, and GenAI competence DOI
Hanwei Wu

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

Citations

1