Exploring Chinese Secondary EFL Students' Self-Regulated Learning and Task Engagement in AI-Assisted Classrooms: A Latent Growth Curve Modelling Study

IF 3.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Education Pub Date : 2025-09-11 DOI:10.1111/ejed.70241

Liu Shi, Shengji Li, Jingjing Xing

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引用次数: 0

Abstract

The growing integration of artificial intelligence (AI) tools into English as a foreign language (EFL) instruction presents new opportunities for fostering students' self-regulated learning (SRL) and task engagement (TE). While prior research has shown that AI-assisted environments can enhance metacognitive monitoring and learning motivation, longitudinal evidence on how SRL and TE develop in tandem remains limited. To address this void, this study employed a parallel-process latent growth curve modelling (LGCM) approach to investigate the co-developmental trajectories of SRL and TE among 334 Chinese secondary school students enrolled in a semester-long AI-assisted EFL programme. Results indicated modest but significant growth in both SRL and TE, with substantial inter-individual variability. Positive correlations were found between the intercepts and slopes of the two constructs, supporting a dynamic reciprocal relationship. However, cross-domain negative effects suggested potential ceiling constraints among highly self-regulated or highly engaged learners. These findings underscore the importance of designing adaptive AI tools that account for diverse learner profiles and sustain long-term engagement and regulation.

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中国中学生在人工智能辅助课堂中的自主学习和任务参与：一项潜在增长曲线模型研究

人工智能（AI）工具越来越多地整合到英语作为外语（EFL）教学中，为培养学生的自主学习（SRL）和任务参与（TE）提供了新的机会。虽然先前的研究表明，人工智能辅助环境可以增强元认知监测和学习动机，但关于SRL和TE如何协同发展的纵向证据仍然有限。为了解决这一空白，本研究采用平行过程潜在增长曲线模型（LGCM）方法调查了334名参加人工智能辅助英语课程的中国中学生的SRL和TE的共同发展轨迹。结果显示，SRL和TE均有适度但显著的增长，存在显著的个体间差异。在两个构式的截距和斜率之间发现了正相关，支持动态互惠关系。然而，跨领域的负面影响表明，在高度自律或高度投入的学习者中存在潜在的上限约束。这些发现强调了设计适应人工智能工具的重要性，这些工具要考虑到不同的学习者特征，并保持长期的参与和监管。

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来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.