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

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

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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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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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Fostering Engagement in AI‐Mediate Chinese EFL Classrooms: The Role of Classroom Climate, AI Literacy, and Resilience

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

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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

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

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

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

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To talk or to remain silent? Foreign language enjoyment and perceived classroom climate as drivers of change in Chinese EFL learners’ willingness to communicate: a latent growth curve analysis

Innovation in Language Learning and Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 18

Published: Aug. 16, 2024

Classroom communication helps learners ameliorate their language proficiency, particularly speaking skills. Considering this, factors that bring favorable variations in learners' willingness to communicate (WTC) need be identified. To address this need, many SLA researchers have strived disclose the predictors or antecedents of L2 WTC. However, no researcher has examined internal and external sources variable growth WTC via complexity-informed approaches. bridge gaps, using latent curve analysis (LGCA), present study investigated rate change Chinese EFL at beginning, middle, end semester measured role foreign enjoyment (FLE) perceived classroom climate predicting accomplish three self-report scales were administered 894 different times. Results indicated significantly increased during uncovered FLE brought positive significant The findings would great help teachers, notably English raising

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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Unveiling Chinese EFL students’ academic burnout and its prediction by anxiety, boredom, and hopelessness: a latent growth curve modeling

Innovation in Language Learning and Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17

Published: Sept. 30, 2024

Language: Английский

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Modelling College Students' Acceptance to Use Generative Artificial Intelligence for Second Language Learning: A Theory of Planned Behaviour Perspective

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

Published: Jan. 17, 2025

ABSTRACT The benefits of Generative Artificial Intelligence (GenAI) in enhancing second language (L2) learning are well established. However, these advantages can only be realised if learners willing to adopt the technology. This study, grounded Theory Planned Behaviour (TPB), investigated factors influencing behavioural intention use GenAI among 337 Chinese college L2 using five validated scales. A Structural Equation Modelling (SEM) approach with Amos 24 yielded several key findings. Notably, demographic encompassing gender and age did not significantly affect TPB components. Subjective norm attitude were found have a positive significant impact on intention, while perceived control demonstrate effect. Furthermore, literacy emerged as predictor both directly indirectly through its influence attitude. Collectively, variables accounted for 51.6% variance intention. study also discusses theoretical pedagogical implications offers suggestions future research.

Language: Английский

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