Journal of Global Information Management,
Год журнала:
2025,
Номер
33(1), С. 1 - 22
Опубликована: Март 29, 2025
With
the
rapid
development
of
Generative
AI
technology,
businesses
need
their
marketers
to
adopt
it
assist
in
completing
job
tasks.
However,
are
not
entirely
optimistic
and
may
feel
anxious
concerned
about
it.
This
research
explores
how
anxiety
affects
marketers'
AI-generated
content
intention.
Based
on
social
cognitive
theory,
this
study
empirically
examines
impact
intention
use
content,
including
mediating
role
trust
moderating
effect
self-efficacy.
Using
survey
data
from
495
marketers,
we
found
that
privacy,
bias,
opacity
negatively
correlate
with
weaken
content.
Furthermore,
relationship
is
moderated
by
self-efficacy,
where
negative
significantly
mitigated
when
possess
These
findings
enrich
marketing
help
organizations
focus
resistance
adopting
reduce
adverse
effects
anxiety.
European Journal of Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Сен. 28, 2024
ABSTRACT
As
artificial
intelligence
(AI)
has
been
integrated
into
foreign
language
(FL)
education,
learners'
well‐being
is
influenced
by
various
factors,
including
technological,
personal
and
contextual
elements.
However,
few
studies
explored
how
external
internal
factors
jointly
shape
FL
in
the
era
of
generative
AI.
To
fill
this
gap,
study
explores
effects
AI
acceptance,
perceived
teachers'
enthusiasm
self‐efficacy
on
investigating
613
university
learners
English
as
a
(EFL).
The
structural
equation
modelling
results
reveal
that
(1)
acceptance
positively
predicts
EFL
self‐efficacy;
(2)
does
not
predict
(3)
for
receptive
skills
mediates
relationship
between
acceptance/perceived
well‐being,
whereas
productive
play
mediation
role.
This
research
broadens
understanding
antecedents
extends
application
theory
AI‐driven
educational
environment,
providing
significant
pedagogical
implications.
European Journal of Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 27, 2024
ABSTRACT
As
artificial
intelligence
(AI)
gains
prominence,
its
integration
into
second
language
(L2)
/foreign
(FL)
instruction
has
become
a
significant
trend.
Despite
the
considerable
promise
of
AI
for
L2/FL
learning,
more
research
is
still
needed
on
effects
student
academic
engagement
in
literature
classes
and
corresponding
emotional
experiences.
This
study,
therefore,
aimed
to
examine
use
English
as
foreign
(EFL)
learners'
engagement,
experience
was
also
qualitatively
explored.
Students
were
allocated
experimental
group
(
N
=
48),
who
received
integrated
with
AI,
control
traditional
without
assistance.
Quantitative
data
collected
using
an
FL
scale,
supplemented
by
individual
semi‐structured
interviews
qualitative
phase.
The
results
indicated
that
integrating
EFL
positive
effect
students'
cognitive,
social
engagement.
Moreover,
experiences
found
be
abundant
dynamic,
exerting
influence
their
study
provides
valuable
insights
educators
researchers
regarding
instruction.
Journal of Educational Computing Research,
Год журнала:
2024,
Номер
62(7), С. 1896 - 1933
Опубликована: Авг. 27, 2024
The
use
of
generative
artificial
intelligence
(Gen-AI)
to
assist
college
students
in
their
studies
has
become
a
trend.
However,
there
is
no
academic
consensus
on
whether
Gen-AI
can
enhance
the
achievement
students.
Using
meta-analytic
approach,
this
study
aims
investigate
effectiveness
improving
and
explore
effects
different
moderating
variables.
A
total
28
articles
(65
independent
studies,
1909
participants)
met
inclusion
criteria
for
study.
results
showed
that
significantly
improved
students’
with
medium
effect
size
(Hedges’s
g
=
0.533,
95%
CI
[0.408,0.659],
p
<
.05).
There
were
within-group
differences
three
moderator
variables,
activity
categories,
sample
size,
generated
content,
when
content
was
text
(
0.554,
.05),
21–40
0.776,
learning
styles
0.600,
.05)
had
most
significant
improvement
student’s
achievement.
intervention
duration,
discipline
types,
assessment
tools
also
moderate
positive
impact
achievement,
but
any
This
provides
theoretical
basis
empirical
evidence
scientific
application
development
educational
technology
policy.
Innovation in Language Learning and Teaching,
Год журнала:
2025,
Номер
unknown, С. 1 - 14
Опубликована: Янв. 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.
European Journal of Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 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.
