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Ling Wei
Introduction: This mixed methods study examines the effects of AI-mediated language instruction on English learning achievement, L2 motivation, and self-regulated learning among English as a Foreign Language (EFL) learners. It addresses the increasing interest in AI-driven educational technologies and their potential to revolutionize language instruction. Methods: Two intact classes, consisting of a total of 60 university students, participated in this study. The experimental group received AI-mediated instruction, while the control group received traditional language instruction. Pre-tests and post-tests were administered to evaluate English learning achievement across various domains, including grammar, vocabulary, reading comprehension, and writing skills. Additionally, self-report questionnaires were employed to assess L2 motivation and self-regulated learning. Results: Quantitative analysis revealed that the experimental group achieved significantly higher English learning outcomes in all assessed areas compared to the control group. Furthermore, they exhibited greater L2 motivation and more extensive utilization of self-regulated learning strategies. These results suggest that AI-mediated instruction positively impacts English learning achievement, L2 motivation, and self-regulated learning. Discussion: Qualitative analysis of semi-structured interviews with 14 students from the experimental group shed light on the transformative effects of the AI platform. It was found to enhance engagement and offer personalized learning experiences, ultimately boosting motivation and fostering self-regulated learning. These findings emphasize the potential of AI-mediated language instruction to improve language learning outcomes, motivate learners, and promote autonomy. Conclusion: This study contributes to evidence-based language pedagogy, offering valuable insights to educators and researchers interested in incorporating AI-powered platforms into language classrooms. The results support the notion that AI-mediated language instruction holds promise in revolutionizing language learning, and it highlights the positive impact of AI-driven educational technologies in the realm of language education.
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Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Wei, Ling. "Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning." Frontiers in Psychology, vol. 14, 2023, pp. 1261955, https://doi.org/10.3389/fpsyg.2023.1261955.
Wei, Ling. "Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning." Frontiers in Psychology 14 (2023): 1261955. https://doi.org/10.3389/fpsyg.2023.1261955.
Wei L. Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning // Frontiers in Psychology. — 2023. — Vol. 14. — P. 1261955. — URL: https://doi.org/10.3389/fpsyg.2023.1261955
@article{wei2023artificial,
title = {{Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning}},
author = {Ling Wei},
journal = {Frontiers in Psychology},
year = {2023},
volume = {14},
pages = {1261955},
doi = {10.3389/fpsyg.2023.1261955},
url = {https://doi.org/10.3389/fpsyg.2023.1261955}
}TY - JOUR AU - Wei, Ling TI - Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning JO - Frontiers in Psychology VL - 14 SP - 1261955 PY - 2023 DA - 2023/11/06 DO - 10.3389/fpsyg.2023.1261955 UR - https://doi.org/10.3389/fpsyg.2023.1261955 ER -
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