To be in AI‐integrated language classes or not to be: Academic emotion regulation, self‐esteem, L2 learning experiences and growth mindsets are in focus DOI

Jianbin Yu,

Ye Tao

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

Published: April 28, 2025

Abstract This study aimed to investigate whether an artificial intelligence (AI)‐supported learning environment significantly boosts academic emotion regulation, self‐esteem, second language (L2) experiences and growth mindsets among English as foreign (EFL) learners in China. For this purpose, a quasi‐experimental design was employed, involving 120 participants (60 males 60 females) aged 18–25, who were randomly assigned either experimental group (EG) or control (CG). The EG experienced AI‐integrated classes, while the CG received traditional instruction. Pre‐ post‐tests conducted measure key variables, data analysed using analysis of covariance independent samples t ‐tests. Findings documented that demonstrated higher levels L2 compared on post‐tests. These findings underline potential environments positively shape learners' emotional, psychological cognitive outcomes. concludes with important implications for EFL instructors, students policymakers by stressing need develop targeted interventions leveraging AI‐powered technologies support holistic learner development.

Language: Английский

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

3
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
Modeling the associations between L2 grit, foreign language enjoyment, and student engagement among Chinese EFL English-major learners: A control-value theory perspective DOI Creative Commons
Minlin Minny Zou, Mostafa Azari Noughabi,

Peng Cai-xia

et al.

System, Journal Year: 2025, Volume and Issue: 131, P. 103679 - 103679

Published: April 8, 2025

Language: Английский

Citations

0
Beyond Motivation: Modeling the Predictive Role of L2 Pride in Informal Digital Learning of English DOI Creative Commons
Minlin Minny Zou, Guangxiang Liu,

Dan Li

et al.

International Journal of Applied Linguistics, Journal Year: 2025, Volume and Issue: unknown

Published: April 12, 2025

ABSTRACT This study investigates the role of second language (L2) pride—an understudied affective factor—in shaping learners’ learning motivation and involvement with informal digital English (IDLE). Drawing on questionnaire data from 1388 Chinese university EFL students, employs structural equation modeling to examine relationships between L2 pride, motivational self‐system components (ideal self ought‐to self), IDLE practices. Results reveal that pride directly influences both students’ participation their ideal selves. Furthermore, partially mediate relationship participation. These findings highlight importance pedagogically nurturing emotional experiences as proud learners fostering clear self‐images promote autonomous engagement in within environments.

Language: Английский

Citations

0
The contribution of informal digital learning of English (IDLE) to achievement emotions and willingness to communicate: a cross-cultural investigation DOI
Minlin Minny Zou, Mostafa Azari Noughabi, Maryam Sabouri

et al.

Journal of Multilingual and Multicultural Development, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 19

Published: April 15, 2025

Language: Английский

Citations

0
Unpacking Beliefs and Engagement in AI‐Assisted Chinese Learning: A Latent Profile Analysis of Malaysian Chinese as a Foreign Language Learners DOI
Xiuwen Zhai, Chen Wu

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

Published: April 16, 2025

ABSTRACT Artificial intelligence (AI) has profoundly impacted education, yet its influence on Chinese language education remains underexplored. This study investigates the distinct latent profiles of as a foreign learners in Malaysia regarding their beliefs and engagement AI‐assisted learning. Using profile analysis, three were identified: Enthusiastic but Limited Belief, Moderate Belief Engagement, Strong Engagement. Chi‐square analyses revealed significant demographic differences across these groups gender, AI learning experience, frequency, trust levels tools. These findings provide insights into diverse learner emphasise importance addressing specific needs each group to optimise environments.

Language: Английский

Citations

0
Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english: A self-determination theory perspective DOI
Hanwei Wu, Yongliang Wang

Learning and Motivation, Journal Year: 2025, Volume and Issue: 90, P. 102134 - 102134

Published: April 23, 2025

Language: Английский

Citations

0
To be in AI‐integrated language classes or not to be: Academic emotion regulation, self‐esteem, L2 learning experiences and growth mindsets are in focus DOI

Jianbin Yu,

Ye Tao

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

Published: April 28, 2025

Abstract This study aimed to investigate whether an artificial intelligence (AI)‐supported learning environment significantly boosts academic emotion regulation, self‐esteem, second language (L2) experiences and growth mindsets among English as foreign (EFL) learners in China. For this purpose, a quasi‐experimental design was employed, involving 120 participants (60 males 60 females) aged 18–25, who were randomly assigned either experimental group (EG) or control (CG). The EG experienced AI‐integrated classes, while the CG received traditional instruction. Pre‐ post‐tests conducted measure key variables, data analysed using analysis of covariance independent samples t ‐tests. Findings documented that demonstrated higher levels L2 compared on post‐tests. These findings underline potential environments positively shape learners' emotional, psychological cognitive outcomes. concludes with important implications for EFL instructors, students policymakers by stressing need develop targeted interventions leveraging AI‐powered technologies support holistic learner development.

Language: Английский

Citations

0