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.
Research Square (Research Square),
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 9, 2025
Abstract
AI-powered
platforms
for
dynamic
writing
present
transformative
opportunities
to
enhance
English
language
acquisition
and
actively
engage
learners
in
tasks.
However,
the
role
of
artificial
intelligence
improving
proficiency
fostering
motivation
among
as
a
Foreign
Language
(EFL)
remains
an
area
that
has
yet
be
thoroughly
investigated.
This
research
endeavor
seeks
address
prevailing
knowledge
gap
field
by
exploring
influence
on
skills
EFL
learners.
The
study's
objectives
encompass
assessment
impact
these
coherence,
vocabulary
usage,
grammatical
accuracy,
task
accomplishment,
learner
motivation.
Utilizing
mixed-methods
approach,
study
examined
65
intermediate
students
from
Islamic
Azad
University,
Varamin-Pishva
branch,
who
were
divided
into
two
groups:
one
employed
tools,
while
other
followed
traditional
classroom-based
exercises.
Quantitative
data
gathered
via
IELTS-based
assessments
scales,
qualitative
insights
derived
semi-structured
interviews.
findings
revealed
substantial
enhancements
AI
group
across
all
measured
dimensions
comparison
control
group.
Additionally,
demonstrated
significant
surge
levels.
Learners
reported
positive
attitudes
toward
AI-based
instruction,
citing
improvements
engagement,
autonomy,
confidence
their
writing.
platform
also
fostered
greater
self-regulation
personalized
learning
experiences,
which
participants
found
effective
enjoyable.
emphasize
efficacy
enhancing
linguistic
motivational
levels
provides
practical
incorporating
technologies
encouraging
educators
leverage
such
tools
more
engaging
practices.
Behavioral Sciences,
Год журнала:
2025,
Номер
15(1), С. 85 - 85
Опубликована: Янв. 18, 2025
Resilience
and
flow
are
crucial
in
language
education,
yet
most
research
focuses
on
formal
learning
environments,
with
limited
studies
their
impact
informal
settings.
This
study
explores
the
relationship
between
basic
psychological
needs
engagement
context
of
digital
English
(IDLE).
Using
a
mixed-methods
design,
data
were
collected
from
512
Chinese
EFL
learners.
Structural
equation
modeling
NVivo
analysis
applied
to
quantitative
qualitative
data,
respectively.
The
findings
reveal
that
resilience
fully
mediates
engagement,
serving
as
an
adaptability
enhancer,
persistence
promoter,
stress
buffer,
self-efficacy
builder,
emotional
regulation
facilitator.
Conversely,
partially
this
relationship,
though
perceived
competence
does
not
significantly
predict
context.
Building
this,
contributes
intrinsic
motivation
driver,
positive
cycle
creator,
external
pressure
mitigator,
efficiency
enhancer.
underscores
important
role
IDLE
among
university
students.
By
highlighting
these
mediating
roles,
provides
valuable
insights
for
enhancing
effectiveness
experiences,
contributing
broader
discourse
education
age.
European Journal of Education,
Год журнала:
2025,
Номер
60(1)
Опубликована: Янв. 17, 2025
ABSTRACT
The
benefits
of
Generative
Artificial
Intelligence
(GenAI)
in
enhancing
second
language
(L2)
learning
are
well
established.
However,
these
advantages
can
only
be
realised
if
learners
willing
to
adopt
the
technology.
This
study,
grounded
Theory
Planned
Behaviour
(TPB),
investigated
factors
influencing
behavioural
intention
use
GenAI
among
337
Chinese
college
L2
using
five
validated
scales.
A
Structural
Equation
Modelling
(SEM)
approach
with
Amos
24
yielded
several
key
findings.
Notably,
demographic
encompassing
gender
and
age
did
not
significantly
affect
TPB
components.
Subjective
norm
attitude
were
found
have
a
positive
significant
impact
on
intention,
while
perceived
control
demonstrate
effect.
Furthermore,
literacy
emerged
as
predictor
both
directly
indirectly
through
its
influence
attitude.
Collectively,
variables
accounted
for
51.6%
variance
intention.
study
also
discusses
theoretical
pedagogical
implications
offers
suggestions
future
research.
Research Square (Research Square),
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 31, 2025
Abstract
This
groundbreaking
study
introduces
the
first-ever
integration
of
emotional
intelligence
(EI)
with
artificial
in
English-speaking
instruction
through
an
emotionally
adaptive
language
learning
system.
Through
a
mixed-method
design,
research
examined
this
innovative
approach’s
impact
on
speaking
proficiency
among
40
high
school
students
(aged
15-18)
from
Varamin
County,
Iran.
The
experimental
group
(n=20)
engaged
novel
“Amazon
Alexa-Speak”
Speaking
Assessment
System,
featuring
AI-driven
EI-based
real-time
feedback;
contrast,
control
received
conventional
over
six
sessions
following
pretest
to
ensure
homogeneity.
employed
concurrent
mixed
method
collecting
quantitative
data
System
and
researcher-made
perception
questionnaire;
qualitative
came
classroom
observation
checklists
semi-structured
interviews
(n=20),
focusing
state
monitoring
anxiety
reduction
patterns.
Statistical
analyses
revealed
significant
positive
correlation
between
EI
performance
(p
<
0.05,
η2
=
0.42),
showing
substantially
enhanced
(F(1,38)
24.63,
p
0.05).
system’s
detection
algorithm
demonstrated
94%
accuracy
identifying
responding
learners’
affective
states.
presents
paradigm
shift
education
technology
by
introducing
first
system
that
simultaneously
addresses
cognitive
aspects
acquisition.
findings
have
implications
for
global
market,
particularly
addressing
barriers
learning.
technology’s
scalability
cross-cultural
applicability
make
it
potentially
transformative
solution
worldwide,
opening
new
avenues
intelligent
educational
development.
British Educational Research Journal,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 24, 2025
Abstract
The
rapid
and
pervasive
integration
of
artificial
intelligence
(AI)
technologies
into
education
presents
both
unprecedented
opportunities
significant
challenges.
While
AI‐powered
tools
offer
personalised
learning
experiences
access
to
vast
knowledge
repositories,
their
successful
implementation
hinges
on
a
nuanced
understanding
how
learners'
psychological
cognitive
processes
interact
within
these
dynamic
environments.
This
study
delved
the
intricate
interplay
between
cognitive‐emotion
regulation,
critical
thinking,
academic
resilience,
motivation
autonomy
in
cohort
English
as
foreign
language
(EFL)
learners
engaged
AI‐mediated
learning.
For
this,
sample
302
EFL
was
recruited
using
stratified
random
sampling
method.
data
were
analysed
structural
equation
modelling
confirmatory
factor
analysis
through
SMART
PLS
software.
Findings
revealed
that
there
correlation
regulation
among
Moreover,
results
showed
thinking
existed.
Additionally,
outcomes
indicated
resilience
significantly
correlated
with
autonomy.
These
findings
underscored
by
cultivating
ability
effectively
manage
emotions,
engage
inquiry
exercise
autonomy,
educators
can
empower
them
navigate
complexities
AI‐integrated
environments,
achieve
success
develop
essential
skills
for
lifelong
digital
age.
European Journal of Education,
Год журнала:
2025,
Номер
60(2)
Опубликована: Март 31, 2025
ABSTRACT
Artificial
intelligence
(AI)
has
emerged
as
a
transformative
tool
in
academic
writing,
leveraging
advanced
algorithms
and
natural
language
processing
to
significantly
improve
efficiency,
quality
productivity.
This
study
investigates
the
use
of
AI
tools
among
Indonesian
doctoral
students,
with
particular
focus
on
ethical
standards
their
impact
critical
thinking.
Adopting
phenomenological
approach,
research
involved
81
participants
who
provided
data
through
open‐ended
questionnaires,
which
were
analysed
thematically.
The
findings
reveal
that
tools—such
ChatGPT,
Deepl,
Zotero,
Scite
AI,
Connected
Papers
Humata—are
extensively
used
for
generating
ideas,
brainstorming,
analysis,
drafting,
grammar
correction,
translation
literature
management.
While
students
acknowledge
advantages
enhancing
speed
they
express
concerns
regarding
its
implications
potential
Key
issues
include
maintaining
integrity,
ensuring
manual
verification
AI‐generated
content
avoiding
overreliance.
underscores
that,
although
facilitates
idea
generation
technical
tasks,
it
may
undermine
thinking
analytical
skills.
To
uphold
preserve
intellectual
rigour,
advocates
balanced
positioning
complement
to,
rather
than
replacement
for,
scholarly
practices.
