Untangling the Relationship Between AI‐Mediated Informal Digital Learning of English (AI‐IDLE), foreign Language Enjoyment and the Ideal L2 Self: Evidence From Chinese University EFL Students DOI Creative Commons
Guangxiang Liu, Minlin Minny Zou, Ali Soyoof

и другие.

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

Опубликована: Ноя. 24, 2024

ABSTRACT Artificial intelligence‐mediated informal digital learning of English (AI‐IDLE) might strengthen second language (L2) learners' motivational self‐concept (e.g., the ideal L2 self) and enhance their foreign enjoyment (FLE) by enabling them to build confidence, engagement, willingness practice skills in a self‐directed, instant feedback, non‐judgemental environment. In our explanatory mixed‐method study, we collected questionnaire data from 299 Chinese undergraduate as (EFL) learners interviewed 12 them. Structural equation modelling showed that students who participated AI‐IDLE more often reported clearer self greater FLE, but those with did not report FLE. addition, gender moderate impact on Analysis interview only corroborated quantitative results also highlighted while EFL can acquire sense FLE vivid selves they agentively negotiate affordances generative AI for purposes, force may shift across contexts shape continued investment practices. By comparing integrating qualitative insights, this study highlights pedagogical potential activities motivation, enjoyment, commitment learning.

Язык: Английский

Untangling the Relationship Between AI‐Mediated Informal Digital Learning of English (AI‐IDLE), foreign Language Enjoyment and the Ideal L2 Self: Evidence From Chinese University EFL Students DOI Creative Commons
Guangxiang Liu, Minlin Minny Zou, Ali Soyoof

и другие.

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

Опубликована: Ноя. 24, 2024

ABSTRACT Artificial intelligence‐mediated informal digital learning of English (AI‐IDLE) might strengthen second language (L2) learners' motivational self‐concept (e.g., the ideal L2 self) and enhance their foreign enjoyment (FLE) by enabling them to build confidence, engagement, willingness practice skills in a self‐directed, instant feedback, non‐judgemental environment. In our explanatory mixed‐method study, we collected questionnaire data from 299 Chinese undergraduate as (EFL) learners interviewed 12 them. Structural equation modelling showed that students who participated AI‐IDLE more often reported clearer self greater FLE, but those with did not report FLE. addition, gender moderate impact on Analysis interview only corroborated quantitative results also highlighted while EFL can acquire sense FLE vivid selves they agentively negotiate affordances generative AI for purposes, force may shift across contexts shape continued investment practices. By comparing integrating qualitative insights, this study highlights pedagogical potential activities motivation, enjoyment, commitment learning.

Язык: Английский

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