How does generative AI-mediated informal digital learning of English speaking practice influence intrinsic motivation, self-efficacy and performance of vocational college students?

IF 8 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2026-04-01 Epub Date: 2026-01-17 DOI:10.1016/j.system.2026.103979

Jing Zhang , Heng Zhang , Xintao Wu

{"title":"How does generative AI-mediated informal digital learning of English speaking practice influence intrinsic motivation, self-efficacy and performance of vocational college students?","authors":"Jing Zhang , Heng Zhang , Xintao Wu","doi":"10.1016/j.system.2026.103979","DOIUrl":null,"url":null,"abstract":"<div><div>Recent studies have shifted the attention to trends and applications of chatbots in education, but there is a lack of using generative artificial intelligence (GenAI) on second language (L2) speaking for vocational college students. To address such a research gap, the present study draws on the theoretical framework of social cognitive theory to investigate the impacts of GenAI-assisted Informal Digital Learning of English (IDLE) speaking practice on intrinsic motivation, speaking self-efficacy, and speaking performance among vocational college students. Based on findings from an experimental design, practicing a speaking task with GenAI was shown to significantly improve speaking performance of the same task, but there was no statistical difference when it came to the intrinsic motivation and speaking self-efficacy. The qualitative findings indicated that students boosted learning confidence by facilitating language skills and broadening the knowledge reserve from the GenAI-IDLE speaking practice. Finally, this study enriches the current explorations about IDLE activities by unveiling the potential of AI-powered chatbots in facilitating intrinsic motivation and speaking self-efficacy with an educational experiment.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"138 ","pages":"Article 103979"},"PeriodicalIF":8.0000,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X26000102","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2026/1/17 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Recent studies have shifted the attention to trends and applications of chatbots in education, but there is a lack of using generative artificial intelligence (GenAI) on second language (L2) speaking for vocational college students. To address such a research gap, the present study draws on the theoretical framework of social cognitive theory to investigate the impacts of GenAI-assisted Informal Digital Learning of English (IDLE) speaking practice on intrinsic motivation, speaking self-efficacy, and speaking performance among vocational college students. Based on findings from an experimental design, practicing a speaking task with GenAI was shown to significantly improve speaking performance of the same task, but there was no statistical difference when it came to the intrinsic motivation and speaking self-efficacy. The qualitative findings indicated that students boosted learning confidence by facilitating language skills and broadening the knowledge reserve from the GenAI-IDLE speaking practice. Finally, this study enriches the current explorations about IDLE activities by unveiling the potential of AI-powered chatbots in facilitating intrinsic motivation and speaking self-efficacy with an educational experiment.

查看原文本刊更多论文

生成性人工智能介导的非正式数字化英语口语练习学习如何影响高职学生的内在动机、自我效能感和表现？

最近的研究已经将注意力转移到聊天机器人在教育中的趋势和应用上，但在职业院校学生的第二语言（L2）演讲中缺乏使用生成式人工智能（GenAI）。为了弥补这一研究空白，本研究利用社会认知理论的理论框架，探讨genai辅助下的非正式数字英语学习（IDLE）口语练习对高职学生内在动机、口语自我效能感和口语表现的影响。基于实验设计的发现，使用GenAI练习口语任务可以显著提高同一任务的口语表现，但在内在动机和口语自我效能方面没有统计学差异。质性研究结果显示，透过GenAI-IDLE口语练习，学生的语言技能得到提升，知识储备也有所增加，从而提升了学生的学习信心。最后，本研究通过一个教育实验，揭示了人工智能聊天机器人在促进内在动机和说话自我效能方面的潜力，丰富了目前关于IDLE活动的探索。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.