Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study

Computers in Human Behavior, Год журнала: 2024, Номер 159, С. 108353 - 108353

Опубликована: Июнь 20, 2024

Язык: Английский

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Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era

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.

Язык: Английский

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English speaking with artificial intelligence (AI): The roles of enjoyment, willingness to communicate with AI, and innovativeness

Computers in Human Behavior, Год журнала: 2024, Номер 159, С. 108355 - 108355

Опубликована: Июнь 21, 2024

Язык: Английский

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Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study

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.

Язык: Английский

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Does Generative Artificial Intelligence Improve the Academic Achievement of College Students? A Meta-Analysis

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.

Язык: Английский

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The Impact of Different Conversational Generative AI Chatbots on EFL Learners: an Analysis of Willingness to Communicate, Foreign Language Speaking Anxiety, and Self-perceived Communicative Competence

System, Год журнала: 2024, Номер unknown, С. 103533 - 103533

Опубликована: Окт. 1, 2024

Язык: Английский

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Leveraging artificial intelligence (AI) in English as a foreign language (EFL) classes: Challenges and opportunities in the spotlight

Computers in Human Behavior, Год журнала: 2024, Номер 159, С. 108354 - 108354

Опубликована: Июнь 20, 2024

Язык: Английский

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The impact of AI-enhanced natural language processing tools on writing proficiency: an analysis of language precision, content summarization, and creative writing facilitation

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 9, 2024

Язык: 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, 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.

Язык: Английский

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Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment

Language Testing in Asia, Год журнала: 2025, Номер 15(1)

Опубликована: Янв. 14, 2025

A significant number of students experience anxiety when asked to speak in English. This unease, often rooted factors such as shyness, lack confidence, uncertainty, and a motivation, can hinder their active participation during English oral exams. One the most important goals that every language teacher should strive achieve is assist pupils who are reticent developing self-confidence improving spoken Teachers implement effective strategies classroom, particularly online settings, help hesitant build confidence more comfortably. The research currently available on subject shyness demonstrates there gap this area, critical examination required. Consequently, purpose current study was investigate impact implementation Intelligent Computer-Assisted Language Assessment (ICALA) EFL learners' foreign anxiety, autonomy, enjoyment. Participants were 65 attending institutes Tashkent, Uzbekistan. results multivariate analysis variance (MANOVA) indicate applying ICALA performing tests may moderate students' enjoyment assessment. conclusion be drawn from findings both aforementioned statistical methods. ramifications investigation beneficial for individuals learning language, those teaching making policy.

Язык: Английский

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