The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation

IF 9 1区心理学 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in Human Behavior Pub Date : 2024-10-12 DOI:10.1016/j.chb.2024.108474

Lingjie Yuan , Xiaojuan Liu

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引用次数: 0

Abstract

The use of Artificial Intelligence (AI) tools has become increasingly prevalent within higher education and numerous studies have indicated the efficacy of AI applications within the English as a foreign language (EFL) context. Enhancing student engagement, foreign language enjoyment (FLE), and motivation in the field of AI education are significant in promoting effective learning outcomes. The rise of AI in educational settings has led to a paucity of research exploring its impact on various educational constructs. This quasi-experimental research examined the role of utilizing an AI tool, specifically Duolingo, on the engagement of FLE, and motivation of Chinese EFL learners. The present study involved 383 out of 412 Chinese university EFL students, who were assigned to either the experimental or control group. Both groups participated in pre- and post-intervention assessments prior to and following a 12-session intervention. Running a One-way Analysis of Covariance (ANCOVA) revealed statistically significant improvements in FLE, engagement, and motivation within the experimental group. On the contrary, the control group demonstrated a minor alteration in the aforementioned variables. AI tools possess the capability to captivate the attention of students and consequently enhance their motivation to actively participate in the educational experience. The results of the study designate that there are significant implications for both teachers and teacher educators concerning the incorporation of AI tools in the EFL classroom environment.

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人工智能工具对英语学习者的参与、乐趣和动力的影响

人工智能（AI）工具在高等教育中的使用越来越普遍，许多研究表明，人工智能应用在英语作为外语（EFL）的环境中非常有效。在人工智能教育领域，提高学生的参与度、外语乐趣（FLE）和学习动力对于促进有效的学习成果意义重大。随着人工智能在教育环境中的兴起，探索其对各种教育构建的影响的研究越来越少。本准实验研究探讨了使用人工智能工具（特别是 Duolingo）对中国 EFL 学习者的 FLE 参与度和学习动机的影响。本研究涉及 412 名中国大学 EFL 学生中的 383 人，他们被分配到实验组或对照组。两组学生都参加了为期 12 节课的干预前和干预后评估。通过单向协方差分析（ANCOVA）发现，实验组在FLE、参与度和学习动机方面都有显著改善。相反，对照组在上述变量方面的变化较小。人工智能工具有能力吸引学生的注意力，从而提高他们积极参与教育体验的积极性。研究结果表明，在 EFL 课堂环境中使用人工智能工具对教师和教师教育者都有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Computers in Human Behavior Multiple-

CiteScore

19.10

自引率

4.00%

发文量

381

审稿时长

40 days

期刊介绍： Computers in Human Behavior is a scholarly journal that explores the psychological aspects of computer use. It covers original theoretical works, research reports, literature reviews, and software and book reviews. The journal examines both the use of computers in psychology, psychiatry, and related fields, and the psychological impact of computer use on individuals, groups, and society. Articles discuss topics such as professional practice, training, research, human development, learning, cognition, personality, and social interactions. It focuses on human interactions with computers, considering the computer as a medium through which human behaviors are shaped and expressed. Professionals interested in the psychological aspects of computer use will find this journal valuable, even with limited knowledge of computers.