From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms

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.

Язык: Английский

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The Impact of AI Usage on University Students’ Willingness for Autonomous Learning

Behavioral Sciences, Год журнала: 2024, Номер 14(10), С. 956 - 956

Опубликована: Окт. 16, 2024

As artificial intelligence (AI) technology becomes increasingly integrated into education, understanding the theoretical mechanisms that drive university students to adopt new learning behaviors through these tools is essential. This study extends Expectation-Confirmation Model (ECM) by incorporating both cognitive and affective variables examine students' current AI usage their future expectations. The model includes intrinsic extrinsic motivations, focusing on three key factors: positive emotions, digital efficacy, willingness for autonomous learning. A survey of 721 valid responses revealed satisfaction significantly influence continued usage, with emotions being particularly critical. Digital efficacy perceived usefulness also impact satisfaction, but long-term intentions are more effectively driven emotions. Furthermore, strongly affects Therefore, higher education institutions should promote technology, enhance expectation-confirmation levels, emphasize emotional experiences during use. Adopting a "human-machine symbiosis" can foster active learning, personalized pathways, development innovation capabilities.

Язык: Английский

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AI‐Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment

European Journal of Education, Год журнала: 2024, Номер unknown

Опубликована: Окт. 23, 2024

ABSTRACT This study leverages the Stimulus‐Organism‐Response (S‐O‐R) framework to investigate effects of teacher and technical support (TCHS) on learners' willingness communicate (WTC) in artificial intelligence (AI)‐enhanced English as a foreign language (EFL) contexts, considering mediating literacy (AIL) enjoyment (FLE). A quantitative survey encompassing 637 non‐English major university students across four institutions was conducted. Structural equation modelling (SEM) results demonstrated that (TEAS) exerts direct influence WTC, whereas TCHS does not. The also revealed AIL FLE significantly mediate relationship between learners’ WTC. findings underscore pivotal role cognitive affective factors, emphasising substantial impact TEAS value nurturing languages. research offers strategic implications for educational practitioners policymakers, advocating integration innovative technologies fostering sustainable growth education.

Язык: Английский

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Unlocking Foreign Language Enjoyment in GenAI-Assisted English Learning: A Q-Methodology Perspective from Chinese EFL Students

Research Square (Research Square), Год журнала: 2025, Номер unknown

Опубликована: Янв. 30, 2025

This study employs Q methodology to investigate Chinese EFL students' foreign language enjoyment in GenAI-assisted English learning environments. Through Q-sorting and follow-up written responses from university students, this research identified three distinct patterns: (1) Instrumental Support Orientation, characterized by derived GenAI's immediate assistance error correction features, but showing limited engagement with deeper processes; (2) Independent Learning Achievement, reflecting high satisfaction autonomous goal attainment efficiency while demonstrating resistance peer interaction collaborative learning; (3) Learning Feature Exploration, emphasizing through experimenting various GenAI functionalities expressing significant skepticism about outcomes anxiety reduction. These findings extend our understanding of FLE technology-enhanced revealing how learners experience different pathways interaction.

Язык: Английский

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The Synergistic Power of AIoT in Enhancing EFL Student CCT Skills in Higher Education

Advances in computational intelligence and robotics book series, Год журнала: 2025, Номер unknown, С. 277 - 304

Опубликована: Янв. 10, 2025

The study monitored undergraduate students in English language education courses as they utilized artificial intelligence-enhanced learning resources. We created this course by integrating GenAI and IoT from various applications like Google (IoT), YouTube, AI-ChatGPT into the plan, with a focus on modernity interaction through AIoT. aim to enhance students' communication critical thinking skills incorporating technology dynamic environment that fosters 21st-century skills. integration of AI-ChatGPT, Mind mapping (IoT) curriculum enhances skills, making more engaging enjoyable. Insights these highlights how Internet Things can transform classroom methods improve student achievement modern era.

Язык: Английский

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Empowering creativity and engagement: The impact of generative artificial intelligence usage on Chines EFL students' language learning experience

Computers in Human Behavior Reports, Год журнала: 2025, Номер 18, С. 100627 - 100627

Опубликована: Март 10, 2025

Язык: Английский

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Towards a holistic integration of AI in EFL education: A mixed method empirical study

Computers and Education Artificial Intelligence, Год журнала: 2025, Номер unknown, С. 100384 - 100384

Опубликована: Март 1, 2025

Язык: Английский

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Effects of incorporating AI chatbots into think–pair–share activities on EFL speaking anxiety, language enjoyment, and speaking performance

Computer Assisted Language Learning, Год журнала: 2025, Номер unknown, С. 1 - 39

Опубликована: Март 17, 2025

Язык: Английский

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Unveiling the Impact of AI Technological Anxiety on the Marketers' Intention to Adopt Generative AI

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.

Язык: Английский

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The More Anxious, the More Dependent? The Impact of Math Anxiety on AI‐Assisted Problem‐Solving

Psychology in the Schools, Год журнала: 2025, Номер unknown

Опубликована: Апрель 4, 2025

ABSTRACT Although the use of AI technology driven by anxiety has become increasingly common, research on relationship between high school students' math and their intention to for problem‐solving remains limited. This study, grounded in Stimulus‐Organism‐Response (SOR) model, aims explore solving problems among students. Using Math Anxiety Scale (AMAS), Perceived Social Support (PSSS), Problem‐Solving Behavior (AIPS), data from 391 students were collected. The analysis revealed following: (1) Students report levels a strong inclination tools problems; (2) support plays significant role alleviating anxiety, with family being most effective, followed friends teachers; (3) High are effective means reducing anxiety. study suggests that should be addressed, focus regulating application education promote its scientific use. Additionally, improving relationships providing mental health recommended alleviate an emotional social perspective. provides valuable insights educators policymakers, offering important references designing more human‐centered educational interventions, thereby promoting artificial intelligence mathematics education.

Язык: Английский

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