{"title":"智能计算机辅助语言学习中学习情绪调节、学习心态、语言学习经验、学习动机和学习者自主性的相互作用:对 EFL 学习者的研究","authors":"Ehsan Namaziandost , Afsheen Rezai","doi":"10.1016/j.system.2024.103419","DOIUrl":null,"url":null,"abstract":"<div><p>In the evolving landscape of second language (L2) education, Intelligent Computer-Assisted Language Learning (ICALL) stands out as a transformative force with the emergence of Artificial Intelligence (AI). Despite its growing prominence, integrating cognitive and affective constructs such as academic emotion regulation and mindfulness remains underexplored in ICALL environments. This study addresses this gap by examining their interplay with L2 learning experience, academic motivation, and learner autonomy among Iranian English as a Foreign Language (EFL) learners. Drawing on data from 398 intermediate EFL learners, this research utilized a comprehensive array of validated instruments, including the Academic Emotional Regulation Questionnaire, the Langer Mindfulness Scale, the L2 Learning Experience Scale, the Academic Motivation Scale, and the Learner Autonomy Questionnaire. Structural equation modeling (SEM) revealed significant correlations, indicating that academic emotion regulation positively influences L2 learning experience, academic motivation, and learner autonomy within ICALL settings. Furthermore, academic mindfulness emerged as a robust predictor of these educational outcomes in ICALL environments. These findings underscore the pivotal role of ICALL in L2 education and offer practical insights for teachers, curriculum developers, and policymakers to enhance teaching and learning practices.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"125 ","pages":"Article 103419"},"PeriodicalIF":4.9000,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners\",\"authors\":\"Ehsan Namaziandost , Afsheen Rezai\",\"doi\":\"10.1016/j.system.2024.103419\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>In the evolving landscape of second language (L2) education, Intelligent Computer-Assisted Language Learning (ICALL) stands out as a transformative force with the emergence of Artificial Intelligence (AI). Despite its growing prominence, integrating cognitive and affective constructs such as academic emotion regulation and mindfulness remains underexplored in ICALL environments. This study addresses this gap by examining their interplay with L2 learning experience, academic motivation, and learner autonomy among Iranian English as a Foreign Language (EFL) learners. Drawing on data from 398 intermediate EFL learners, this research utilized a comprehensive array of validated instruments, including the Academic Emotional Regulation Questionnaire, the Langer Mindfulness Scale, the L2 Learning Experience Scale, the Academic Motivation Scale, and the Learner Autonomy Questionnaire. Structural equation modeling (SEM) revealed significant correlations, indicating that academic emotion regulation positively influences L2 learning experience, academic motivation, and learner autonomy within ICALL settings. Furthermore, academic mindfulness emerged as a robust predictor of these educational outcomes in ICALL environments. These findings underscore the pivotal role of ICALL in L2 education and offer practical insights for teachers, curriculum developers, and policymakers to enhance teaching and learning practices.</p></div>\",\"PeriodicalId\":48185,\"journal\":{\"name\":\"System\",\"volume\":\"125 \",\"pages\":\"Article 103419\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2024-07-30\",\"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/S0346251X2400201X\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X2400201X","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners
In the evolving landscape of second language (L2) education, Intelligent Computer-Assisted Language Learning (ICALL) stands out as a transformative force with the emergence of Artificial Intelligence (AI). Despite its growing prominence, integrating cognitive and affective constructs such as academic emotion regulation and mindfulness remains underexplored in ICALL environments. This study addresses this gap by examining their interplay with L2 learning experience, academic motivation, and learner autonomy among Iranian English as a Foreign Language (EFL) learners. Drawing on data from 398 intermediate EFL learners, this research utilized a comprehensive array of validated instruments, including the Academic Emotional Regulation Questionnaire, the Langer Mindfulness Scale, the L2 Learning Experience Scale, the Academic Motivation Scale, and the Learner Autonomy Questionnaire. Structural equation modeling (SEM) revealed significant correlations, indicating that academic emotion regulation positively influences L2 learning experience, academic motivation, and learner autonomy within ICALL settings. Furthermore, academic mindfulness emerged as a robust predictor of these educational outcomes in ICALL environments. These findings underscore the pivotal role of ICALL in L2 education and offer practical insights for teachers, curriculum developers, and policymakers to enhance teaching and learning practices.
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.