Critical thinking (CT) is a core competence that schools are expected to cultivate, yet whether it reaches classrooms depends on teachers’ readiness to teach it. Using an explanatory sequential mixed methods design, we surveyed 312 primary English-as-a-foreign-language teachers in Shandong Province, China, across seven...
Zhen Qiang, Hong Yi, Zhuo Wang· Journal of Intelligence· 0 citations
Introduction Generative artificial intelligence (GenAI) has become embedded in higher education, raising concerns about students’ behavioral dependency on these tools. Focusing on pre-service teachers—who will shape how a future generation learns to use AI—we asked how prevalent GenAI dependency is, what drives it, and...
Bing-Qi Jiang, Zhuo Wang· Frontiers in Psychology· 2 citations
Metacognition has informed research on second and foreign language (L2) learning for three decades, while AI tools have supported such learning for nearly as long. Yet, no review has examined how the field conceptualises and measures metacognition under AI mediation. This systematic review identified 60 eligible studie...
Hong Yi, Qiang Chen, Zhuo Wang· Journal of Intelligence· 0 citations
Cognitive load and foreign-language anxiety are often examined separately in second-language learning, although both may arise when limited processing resources are strained. This meta-analysis examined whether the two constructs covary and why their association matters for models of L2 performance. A PRISMA-guided rev...
Hong Yi, Wen-Qian Tang, Qiang Chen et al.· Journal of Intelligence· 0 citations
This work surveyed pre-service teachers, operationalizing the felt loss of cognitive ownership as concern over the erosion of teaching-design subjectivity (TSC)—the metacognitive appraisal that AI-assisted work is not genuinely one’s own and that independent capacity is declining.
Jing Su, Zhuo Wang, Zhen Qiang et al.· Journal of Intelligence· 1 citation
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