Engagement Dynamics in AI-Mediated Informal Digital Learning of English: Effects on L2 Speaking Performance, Anxiety, and Sequential Behaviour Patterns

IF 5.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-07-01 DOI:10.1002/jcal.70278

Yuting Chen, Qing Ma, Morris Siu-Yung Jong, Youlin Yang, Mutlu Cukurova, Ming Li

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引用次数: 0

Abstract

Background

In Informal digital learning of English (IDLE) environments, recent advances in generative artificial intelligence (AI) have created new opportunities for self-directed second language (L2) speaking practise through responsive and low-stakes interaction. However, AI-mediated IDLE (AI-IDLE) is not experienced uniformly: learners differ in how they engage with AI, and such differences may be reflected not only in speaking performance and foreign language speaking anxiety (FLSA) but also in the sequential behaviours through which engagement is enacted.

Objectives

This study aimed to investigate how different profiles of learner engagement in AI-IDLE are associated with L2 speaking performance, FLSA, and sequential behaviour patterns during AI-learner interaction.

Methods

An AI-IDLE environment was developed to provide scaffolded, avatar-based speaking practise in contextualised scenarios. Sixty university L2 learners participated in this study. Latent profile analysis (LPA) was conducted based on self-reported engagement measures to identify distinct engagement profiles. Differences in speaking performance and FLSA were compared across profiles, and sequential behaviour analysis was employed to examine enacted engagement as reflected in AI-learner interaction sequences.

Results and Conclusion

Three engagement profiles were identified. Differences across profiles were observed in both speaking performance and FLSA. Sequential analysis further revealed that learners exhibited distinct patterns of interaction with AI, characterised by varying degrees of iteration and continuity in behaviour sequences. These findings suggest that distinct engagement profiles are associated not only with different learning outcomes but also with qualitatively different patterns of interaction with AI.

Implications for Practise

The study contributes to AI-IDLE research by integrating person-centred and process-oriented perspectives, highlighting the importance of examining both perceived and enacted engagement. The findings offer implications for the design of AI-IDLE that support sustained interaction, adaptive feedback use, and reduced FLSA.

查看原文本刊更多论文

人工智能介导的非正式数字英语学习中的参与动态：对第二语言口语表现、焦虑和顺序行为模式的影响

在非正式数字英语学习（IDLE）环境中，生成式人工智能（AI）的最新进展为通过响应性和低风险互动进行自主第二语言（L2）口语练习创造了新的机会。然而，人工智能介导的IDLE （AI-IDLE）的体验并不一致：学习者在与人工智能的互动方式上存在差异，这种差异不仅反映在口语表现和外语口语焦虑（FLSA）上，还反映在参与的顺序行为上。本研究旨在探讨AI-IDLE中学习者参与的不同概况与ai学习者互动过程中的第二语言口语表现、FLSA和顺序行为模式之间的关系。方法开发AI-IDLE环境，在情境化场景中提供基于虚拟形象的口语练习。60名大学二语学习者参与了这项研究。潜在特征分析（LPA）基于自我报告的敬业度测量进行，以识别不同的敬业度特征。比较了不同背景下说话表现和FLSA的差异，并采用顺序行为分析来检查人工智能学习者互动序列中反映的制定参与。结果与结论确定了三种敬业度特征。在口语表现和FLSA方面观察到不同侧面的差异。序列分析进一步揭示，学习者表现出与人工智能交互的不同模式，其特征是不同程度的迭代和行为序列的连续性。这些发现表明，不同的参与档案不仅与不同的学习成果有关，而且与人工智能互动的质量模式也不同。该研究通过整合以人为中心和以过程为导向的观点，强调了检查感知和实施参与的重要性，为AI-IDLE研究做出了贡献。研究结果为AI-IDLE的设计提供了启示，该设计支持持续交互、自适应反馈使用和降低FLSA。

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

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope