An analysis of the empirical research on SL/FL teaching and learning based on positive psychology: a systematic literature review DOI Creative Commons

Jia Miao,

Xin Tian, Lina Zhang

и другие.

BMC Psychology, Год журнала: 2025, Номер 13(1)

Опубликована: Апрель 1, 2025

Despite the growing attention received by research on second language or foreign (SL/FL) learning from perspective of positive psychology (PP), a crucial gap persists. Over past decade (2013–2022), scholars have yet to comprehensively elucidate how PP affects SL/FL outcomes. Specifically, full - scale impact various aspects learning, such as different skills (listening, speaking, reading, writing) and learners at diverse educational levels, remains unclear. Additionally, underlying psychological mechanisms through which exerts its influence not been thoroughly explored. In present study, systematic literature review was conducted analyze empirical studies teaching psychology. By analyzing 45 studies, objects, dimensions design were collected systematically. The findings showed that: (1) relative new field, number publications is increasing rapidly, future development momentum strong; topics focus relationship between intervention moderating effects learning; (2) about design, objects are mainly college students with wide distribution majors; method quantitative research, mixed constantly developing; (3) results that associated students' performance can predict performance. also increase English engagement well-being. study provided comprehensive gave some suggestions for research.

Язык: Английский

From Technology‐Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context DOI Open Access
Ziwen Pan, Yongliang Wang

European Journal of Education, Год журнала: 2025, Номер 60(1), С. 1 - 16

Опубликована: Янв. 27, 2025

ABSTRACT Artificial Intelligence (AI) literacy has come to the spotlight, empowering individuals adeptly navigate modern digitalised world. However, studies on teacher AI in English as a Foreign Language (EFL) context remain limited. This study aims identify intraindividual differences and examine its associations with age years of teaching experience among 782 teachers. Given absence reliable instrument measure literacy, we first constructed validated scale encompassing five sub‐scales: Knowledge , Use Assessment Design Ethics . Subsequently, latent profile analysis (LPA) was conducted using Mplus 7.4, results revealing four distinct profiles: Poor (C1: 12.1%), Moderate (C2: 45.5%), Good (C3: 28.4%), Excellent (C4: 14.1%). Multinomial logistic regression analyses indicated significant between both experience. Additionally, 32 respondents participated semi‐structured interviews. The qualitative data analysed MAXQDA 2022 triangulated quantitative offered deeper insights into teachers’ perceptions their literacy. provides theoretical practical implications for understanding Chinese EFL context.

Язык: Английский

Процитировано

3
AI and Uncertain Motivation: Hidden allies that impact EFL argumentative essays using the Toulmin Model DOI Creative Commons
Abdullah Al Fraidan

Acta Psychologica, Год журнала: 2025, Номер 252, С. 104684 - 104684

Опубликована: Янв. 3, 2025

Язык: Английский

Процитировано

2
The Effect of Artificial Intelligence Tools on EFL Learners' Engagement, Enjoyment, and Motivation DOI
Lingjie Yuan, Xiaojuan Liu

Computers in Human Behavior, Год журнала: 2024, Номер 162, С. 108474 - 108474

Опубликована: Окт. 12, 2024

Язык: Английский

Процитировано

11
Fostering Engagement in AI‐Mediate Chinese EFL Classrooms: The Role of Classroom Climate, AI Literacy, and Resilience DOI
Xiaochen Wang, Yang Gao, Qikai Wang

и другие.

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

Опубликована: Дек. 13, 2024

ABSTRACT The rise of artificial intelligence (AI) has significantly impacted education, yet few scholars have explored AI‐assisted classrooms, particularly in language education China. Understanding the roles classroom climate, AI literacy, and resilience is essential, as these factors foster positive learning environments enhance student engagement. In this sense, study, grounded Social Cognitive Theory, employs structural equation modelling to investigate influencing engagement Chinese English a Foreign Language (EFL) classrooms. It examines data from 606 university EFL learners explore interactions among variables mediating role resilience. findings indicate that all predict engagement, highlighting importance both environmental cognitive fostering active participation. Furthermore, serves crucial mediator, linking climate literacy This study provides some insights for educators policymakers, emphasising need cultivate supportive environments, promote programs, strengthen students' optimise educational settings.

Язык: Английский

Процитировано

9
“I feel AI is neither too good nor too bad”: Unveiling Chinese EFL teachers’ perceived emotions in generative AI-Mediated L2 classes DOI

Yumin Shen,

Guo Hong-yu

Computers in Human Behavior, Год журнала: 2024, Номер 161, С. 108429 - 108429

Опубликована: Авг. 31, 2024

Язык: Английский

Процитировано

8
A latent growth curve modeling of Chinese EFL learners’ emotional fluctuations in AI-mediated L2 education: is positivity or negativity on the rise? DOI

Guofeng Zhao

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

Процитировано

1
Developing and Validating a Scale of Artificial Intelligence Anxiety Among Chinese EFL Teachers DOI Open Access
Xinyu Liu,

Yuchang Liu

European Journal of Education, Год журнала: 2025, Номер 60(1)

Опубликована: Янв. 7, 2025

ABSTRACT As artificial intelligence (AI) technology continues to advance, its influences across various industries have grown, leading increasing levels of anxiety, including that in education. Nonetheless, terms current knowledge, the literature lacks a valid scale measure AI anxiety among EFL teachers, particularly university teachers. Moreover, underlying dimensions this construct yet be clarified. Against these gaps, study aims develop and validate assess teachers China. We used qualitative interviews quantitative surveys combined identify key In so doing, 251 Chinese completed newly designed scale. The result exploratory factor analyses indicated five 21 items questionnaire. Five were identified: technical proficiency, job displacement, technological support, student experience research development. Next, another 415 participated validating confirmatory analysis demonstrated strong reliability, validity an acceptable model fit. This new provides useful tool for assessing highlights unique challenges they face adapting AI, offering basis future targeted support.

Язык: Английский

Процитировано

1
From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms DOI Open Access
Zhonggui Xin, Ali Derakhshan

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

Процитировано

7
AI‐Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment DOI
Honggang Liu, Jiqun Fan

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

Процитировано

6
Use of generative AI in research: ethical considerations and emotional experiences DOI
Mohamad Reza Farangi, Hassan Nejadghanbar, Guangwei Hu

и другие.

Ethics & Behavior, Год журнала: 2024, Номер unknown, С. 1 - 17

Опубликована: Окт. 25, 2024

This study examines researchers' ethical concerns toward the deployment of GenAI in research and their emotional responses. To acquire an in-depth understanding, we used narrative frames follow-up interviews to collect data from 22 researchers who reported extensive experience with GenAI. An inductive thematic analysis revealed three themes capturing that invoked types reactions. From perspective, our participants were concerned "human agency AI practices," "cognitive impacts overreliance on research," "ethical issues access, accuracy, privacy." they showed "mixed emotions," "positive "negative emotions" when dealing tools. There close connections between implications reactions them. In this light, conclude GenAI, which are determinants future use, should be taken more seriously further research.

Язык: Английский

Процитировано

5