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The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation
16 references·6 citing·50 second hop
The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation (2024)The effect of artificial intelligence too…Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era (2024)Modelling Generative AI Accep…Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions (2024)Improving EFL learners’ speak…Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding (2023)Unpacking Chinese EFL Student…Chatting and cheating: Ensuring academic integrity in the era of ChatGPT (2023)Chatting and cheating: Ensuri…Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning (2023)Artificial intelligence in la…Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives (2022)Exploring AI chatbot affordan…Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: a case of CSIEC chatbot (2022)Examining the roles of social…Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021)Teacher enthusiasm and studen…Student Engagement in the Language Classroom (2021)Student Engagement in the Lan…The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020)The role of grit and classroo…Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)Intrinsic and extrinsic motiv…Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda (2020)Artificial intelligence for s…Relationships between student engagement and academic achievement: A meta-analysis (2018)Relationships between student…The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014)The two faces of Janus? Anxie…Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument (2006)Measuring cognitive and psych…The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education (1992)The Academic Motivation Scale…Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing (2026)Exploring the relationships a…Students' mindset to adopt AI chatbots for effectiveness of online learning in higher education (2025)Students' mindset to adopt AI…Investigating the role of AI-powered conversation bots in enhancing L2 speaking skills and reducing speaking anxiety: a mixed methods study (2025)Investigating the role of AI-…AI-driven language learning in higher education: an empirical study on self-reflection, creativity, anxiety, and emotional resilience in EFL learners (2025)AI-driven language learning i…AI-driven chatbots in second language education: A systematic review of their efficacy and pedagogical implications (2025)AI-driven chatbots in second …Investigating the Role of AI Tools in Enhancing Translation Skills, Emotional Experiences, and Motivation in L2 Learning (2024)Investigating the Role of AI …Alternative Ways of Assessing Model Fit (1992)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. 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(2001)A Transdisciplinary Framework for SLA in a Multilingual World (2016)Foreign language enjoyment and anxiety: The effect of teacher and learner variables (2017)Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021)Beyond boredom and anxiety (1975)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study (1992)Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation (1997)Handbook of Motivation at School (2009)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021)Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice (2021)Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory (2021)The productivity paradox of information technology (1993)A review of affective computing: From unimodal analysis to multimodal fusion (2017)The Race between Man and Machine: Implications of Technology for Growth, Factor Shares, and Employment (2018)How can artificial intelligence impact sustainability: A systematic literature review (2022)The role of artificial intelligence in sustainable finance (2022)Leveraging digital capabilities toward a circular economy: Reinforcing sustainable supply chain management with Industry 4.0 technologies (2023)Qualitative research and evaluation methods (1980)Patterns of Interaction in ESL Pair Work (2002)Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? (2022)Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language (2022)The Ecology and Semiotics of Language Learning (2004)Using thematic analysis in psychology (2006)Teaching and Researching: Autonomy in Language Learning (2013)Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA (2023)Improving elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions (2024)GPT-3: Its Nature, Scope, Limits, and Consequences (2020)Aion Framework: Dimensional Emergence of AI Consciousness, Observer-Induced Collapse, and Cosmological Portal Dynamics (2023)Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy (2023)Use of ChatGPT in academia: Academic integrity hangs in the balance (2023)A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work (2024)Mind in Society: The Development of Higher Psychological Processes (1978)L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape (2015)Technology in Language Use, Language Teaching, and Language Learning (2016)EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation: A motivational climate theory (MCT) perspective in focus (2025)Systematic Review and Meta-analysis: The Association Between Child and Adolescent Depression and Later Educational Attainment (2020)Students’ Well-Being and Academic Achievement: A Meta-Analysis Study (2021)Perceived teacher support, student engagement, and academic achievement: a meta-analysis (2022)
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References

  • 2020Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions6,009 cited
  • 2023Chatting and cheating: Ensuring academic integrity in the era of ChatGPT3,054 cited
  • 1992The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education2,882 cited
  • 2006Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument1,773 cited
  • 2014The two faces of Janus? Anxiety and enjoyment in the foreign language classroom1,752 cited
  • 2020Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda1,201 cited
  • 2018Relationships between student engagement and academic achievement: A meta-analysis986 cited
  • 2023Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning534 cited
  • 2021Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes531 cited
  • 2022Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives433 cited
  • 2024Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions415 cited
  • 2020The role of grit and classroom enjoyment in EFL learners’ willingness to communicate304 cited
  • 2024Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era

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243 cited
  • 2021Student Engagement in the Language Classroom230 cited
  • 2023Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding222 cited
  • 2022Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: a case of CSIEC chatbot209 cited
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    • 2025Students' mindset to adopt AI chatbots for effectiveness of online learning in higher education50 cited
    • 2025Investigating the role of AI-powered conversation bots in enhancing L2 speaking skills and reducing speaking anxiety: a mixed methods study46 cited
    • 2026Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing42 cited
    • 2025AI-driven language learning in higher education: an empirical study on self-reflection, creativity, anxiety, and emotional resilience in EFL learners29 cited