Aug 2026· European Journal of Education· Vol 61· 0 citations· 52 references
TL;DR
It is suggested that effective AI‐supported language learning requires not only technological access, but also motivational, contextual, technological, and psychological resources to foster learners into agentic and self‐regulated language learners.
Abstract
Guided by Social Cognitive Theory, this study explored how language learning curiosity, perceived teacher support, and AI literacy predict learners' self‐regulated learning (SRL) in AI‐supported language education, with grit and flow as mediators. Data collected from 1022 Chinese undergraduate students were analysed using descriptive statistics, confirmatory factor analysis, structural equation modelling with bootstrapped mediation analysis, and psychological network analysis via SPSS, AMOS, and R. The results showed that all three antecedent variables were positively associated with grit and flow, which in turn significantly mediated their influences on self‐regulated learning. Network analysis further revealed that self‐regulated learning was the most pivotal node among the six constructs. These findings suggest that effective AI‐supported language learning requires not only technological access, but also motivational, contextual, technological, and psychological resources to foster learners into agentic and self‐regulated language learners.
These findings provide theoretical support for SCT in technology‐mediated learning and suggest practical strategies for educators, including tailoring instructional design to learners' cognitive profiles, fostering motivation and self‐efficacy and leveraging AI tools to enhance active and sustained engagement in langua...
Yifan Wang, Ran Zhi· European Journal of Educatio...· 0 citations
Although the proliferation of artificial intelligence (AI) and digital tools has facilitated AI‐enhanced and informal digital learning of English, traditional classroom ecology remains a central context for adolescent English‐as‐a‐foreign‐language (EFL) learners' language learning and development. Additionally, while...
Gong-Wei Guo, Zhao-Qi Tang, Hong-Gang Liu· European Journal of Educatio...· 10 citations
Grounded in social cognitive theory, this study investigated how high‐evidence factors jointly contribute to Chinese‐as‐a‐foreign‐language (CFL) speaking self‐efficacy. Data from 236 CFL learners in Beijing revealed a multifaceted pattern of associations. Speaking strategy use and speaking motivation were positively...
P. Sun, Jia-Yi Zhang, Ya-Wen Wang et al.· International Journal of App...· 0 citations
The current research examines how English as a Foreign Language (EFL) students engage with artificial intelligence (AI) and AI-integrated tools within their Mobile English Learning Resource (MELR) ecologies for self-directed learning (SDL) of vocabulary. Using the Activity Theory (AT) framework, the research examines h...
T. Nguyen· International Journal of Tec...· 0 citations
The adoption of Generative Artificial Intelligence (GenAI), particularly ChatGPT, has transformed learning processes in Higher education by enabling AI-assisted problem solving. However, concerns remain regarding its impact on Self-Regulated Learning (SRL), Critical Thinking, and Academic Integrity among students. This...
Yehezkiel Gabriel Chandra, Abdiel Ivan Rivandi, Kelvin Marciano et al.· International Conferences on...· 0 citations
Investigation of EFL translation learners' trust in AI‐assisted feedback revealed that trust in AI‐assisted feedback significantly and positively predicted foreign language enjoyment, learner autonomy, and perceived control, while negatively predicting foreign language classroom anxiety.
Yu-Xia Huang, L. Pan· European Journal of Educatio...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
