The Role of GenAI in EFL: Impact on Learning Motivation and Outcome DOI Creative Commons
Tao Wang, Bowen Xue

Research Square (Research Square), Год журнала: 2024, Номер unknown

Опубликована: Окт. 18, 2024

Abstract The purpose of this paper is to explore the role GenAI (generative artificial intelligence) in EFL. Specifically, focuses on its impact learning motivation and outcome. With a total five hundred sixty-six students four Chinese university, questionnaire was shown be reliable valid. Research has revealed that strong effect EFL outcomes China; plays an important learners’ personalized learning, interest through timely feedback interactivity; can enhance learner’s English listening speaking skills, academic writing vocabulary expansion understanding English-speaking countries' culture. also personal factors such as grade, proficiency language environment which grew up have outcomes. research findings widens our student’s use intelligence second acquisition, reflect AI anxiety era information technology.

Язык: Английский

On the relationship between music students' negative emotions, artificial intelligence readiness, and their engagement DOI
Xiaowen Wu, Yu Qin

Acta Psychologica, Год журнала: 2025, Номер 253, С. 104760 - 104760

Опубликована: Янв. 30, 2025

Язык: Английский

Процитировано

0
Boredom, enjoyment, and emotion regulation among Chinese students majoring in dual foreign languages: a Q method study DOI
Yongxiang Wang, Siyi Wang

Innovation in Language Learning and Teaching, Год журнала: 2025, Номер unknown, С. 1 - 18

Опубликована: Фев. 13, 2025

Research on emotion and language learning has gained broad attention; however, there is insufficient research students' negative emotions in LOTE-as-L3 classrooms, especially within multilingual contexts. To fill this gap, study examines the Chinese students majoring dual foreign languages exhibit English L3 courses, such as boredom, enjoyment, regulation. The Q method, which integrates qualitative quantitative approaches, was used to analyze a sample of 27 study. Retrospective interviews were conducted after data analysis gain more profound understanding. Multiple inverted factor analyses interview results identified three major attitudes among these students: balanced activity-induced low regulation ability. reveals that varying teaching methods, materials, activities result differing levels boredom other emotions. Additionally, due specific nature major, did not prefer either language. This holds pedagogical significance by incorporating translanguaging backgrounds into strategies providing recommendations for teachers policymakers China help alleviate languages.

Язык: Английский

Процитировано

0
An Introduction to the Special Issue on the Role of Psycho-Affective Factors in Second/Foreign Language (L2) Learning DOI
Ali Derakhshan, Yinxing Jin

Perceptual and Motor Skills, Год журнала: 2025, Номер 132(1), С. 8 - 15

Опубликована: Фев. 1, 2025

Язык: Английский

Процитировано

0
Unpacking the Association Between Growth Mindset, L2 Grit, Conscientiousness, and Foreign Language Performance in a Chinese EFL Context DOI
Shi Hong, Wei Sun

International Journal of Applied Linguistics, Год журнала: 2025, Номер unknown

Опубликована: Фев. 27, 2025

ABSTRACT Growth mindset and academic perseverance (i.e., conscientiousness grit) are well‐established predictors of performance. Nevertheless, a paucity research delves into the combined effects these variables in predicting English as foreign language learners’ performance (FLP). This study, therefore, aims to elucidate predictive growth on FLP with particular emphasis exploring mediating mechanisms language‐specific L2 grit. Data were collected from sample 209 middle school students Southwestern China, who completed questionnaires an test. The findings derived structural equation modeling unveiled that exhibited positive significant direct well indirect FLP. In addition, grit found partially co‐mediate link between Importantly, study extends existing literature by emphasizing perseverance, namely, conscientiousness, malleable behaviors shaped within specific contexts learning, rather than being fixed personality traits. Pedagogical implications suggestions for future then provided.

Язык: Английский

Процитировано

0
Unlocking academic success: How growth mindset interventions enhance student performance through self-belief and effort regulation DOI

Ying Ba,

Ming Wei,

Hanjie Zhang

и другие.

Acta Psychologica, Год журнала: 2025, Номер 256, С. 104977 - 104977

Опубликована: Апрель 9, 2025

Язык: Английский

Процитировано

0
Investigating the role of ideal L2 writing self, writing growth mindset, and writing enjoyment in L2 writing self-efficacy: a mediation model DOI
Lawrence Jun Zhang,

Jalil Fathi,

Hamed Mohammad Hosseini

и другие.

Applied Linguistics Review, Год журнала: 2025, Номер unknown

Опубликована: Апрель 26, 2025

Abstract This study examines the relationship between ideal L2 writing self (IL2WS), growth mindset, enjoyment, and second language (L2) self-efficacy among English as a foreign (EFL) learners. A sample of 374 intermediate EFL students completed self-report questionnaire assessing their IL2WS, self-efficacy. Structural equation modeling was employed to test hypothesized model, which proposed direct effects mindset on self-efficacy, mediating role enjoyment in this relationship. The findings revealed that both IL2WS significantly impact directly. Furthermore, found mediate These results highlight importance affective factors, specifically shaping beliefs. implications these for instruction suggestions future research are discussed.

Язык: Английский

Процитировано

0
Unveiling multilingual English learners’ perceptions about language-specific adversities and sufferings and their associated regulatory strategies: an existential positive psychology (EPP) perspective DOI
Ali Derakhshan, Peter D. MacIntyre

Journal of Multilingual and Multicultural Development, Год журнала: 2025, Номер unknown, С. 1 - 16

Опубликована: Май 9, 2025

Язык: Английский

Процитировано

0
Exploring the role of EFL students' openness to diversity and self-regulation in their attitudes towards and engagement with data-driven Second Language (L2) Learning DOI

W. Wang,

Ali Derakhshan

Learning and Individual Differences, Год журнала: 2025, Номер 121, С. 102725 - 102725

Опубликована: Май 19, 2025

Язык: Английский

Процитировано

0
The Role of Artificial Intelligence Tools on Chinese EFL Learners' Self‐Regulation, Resilience and Autonomy DOI

Zhijuan Zhang

European Journal of Education, Год журнала: 2025, Номер 60(2)

Опубликована: Май 20, 2025

ABSTRACT The incorporation of artificial intelligence (AI) in education has attracted scholars' research interest around the world, and they have demonstrated effectiveness using AI English as a foreign language (EFL) setting. While previous studies examined AI's role improving linguistic proficiency, limited its key psychological concepts such self‐regulation, resilience autonomy among EFL learners. Addressing this gap, present study explored impact on Chinese students. students were assigned to two groups: experimental group included 94 learners who taught through tools, while control 89 received traditional education. A pretest was administered three scales, namely autonomy. After completion instructional sessions, posttest both groups with identical questionnaires. Eventually, analysed data collected Analysis Covariance (ANCOVA), revealing that utilising tools significantly outperformed others regarding all variables. Indeed, notably enhanced implications thoroughly discussed.

Язык: Английский

Процитировано

0
EFL students’ motivation predicted by their self-efficacy and resilience in artificial intelligence (AI)-based context: From a self-determination theory perspective DOI
Shuangshuang Shi,

Hongmei Zhang

Learning and Motivation, Год журнала: 2025, Номер 91, С. 102151 - 102151

Опубликована: Май 26, 2025

Язык: Английский

Процитировано

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