The Influence of Teachers' Clarity and Credibility on Chinese EFL Students' Willingness to Attend AI-Powered Classrooms: A Qualitative Inquiry

Abstract

Teachers' classroom communication behaviours play a significant role in students' academic performance and behaviours. However, insufficient research exists on the mediating impact of English as a foreign language (EFL) teachers' clarity and credibility on their students' willingness to attend classes (WTAC) mediated by AI tools, to date. To fill the gap, this study employed a qualitative research design to unpack such interplay among a group of 40 Chinese EFL students. A semi-structured interview was used to collect the data. The results indicated that teachers' clarity and credibility could affect students' WTAC in six ways. It was found that teacher clarity could foster class attendance by making it meaningful for learners, minimising confusion and complexities, and establishing a strong classroom trust and rapport. Regarding teacher credibility, it was found that a credible teacher can trigger students' WTAC through reducing uncertainty and doubt, serving as a successful model, and inspiring positive emotions and innovation. The findings are discussed, and implications are provided to increase EFL teachers' and students' knowledge and awareness of interpersonal communication skills and behaviours in AI-mediated language education. The study uniquely contributes to and strengthens prior research by bonding AI adoption and interpersonal communication behaviours.