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AI and Uncertain Motivation: Hidden allies that impact EFL argumentative essays using the Toulmin Model
14 references·1 citing·45 second hop
AI and Uncertain Motivation: Hidden allies that impact EFL argumentative essays using the Toulmin Model (2025)AI and Uncertain Motivation: Hidden allie…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…“To Use or Not to Use?” A Mixed-Methods Study on the Determinants of EFL College Learners’ Behavioral Intention to Use AI in the Distributed Learning Context (2024)“To Use or Not to Use?” A Mix…Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students (2023)Enhancing academic writing sk…Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality (2023)Design, implementation, and e…AI and Recognition Technologies to Facilitate English as Foreign Language Writing for Supporting Personalization and Contextualization in Authentic Contexts (2023)AI and Recognition Technologi…Online peer feedback patterns of success and failure in argumentative essay writing (2022)Online peer feedback patterns…Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments (2022)Gender differences in student…Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes (2021)Peer feedback or peer feedfor…Using gamification to support learning English as a second language: a systematic review (2019)Using gamification to support…The effect of uncertainty on learning in game-like environments (2013)The effect of uncertainty on …Motivation Research in Writing: Theoretical and Empirical Considerations (2012)Motivation Research in Writin…The analysis of Toulmin elements in Chinese EFL university argumentative writing (2010)The analysis of Toulmin eleme…Teaching the academic argument in a university EFL environment (2010)Teaching the academic argumen…Contextualizing Toulmin's Model in the Writing Classroom (2002)Contextualizing Toulmin's Mod…Multimodal GenAI-assisted instruction in EFL argumentative writing: effects on writing skills, creativity, and critical thinking (2026)Multimodal GenAI-assisted ins…CULTURAL THOUGHT PATTERNS IN INTER‐CULTURAL EDUCATION (1966)The Research Manual: Design and Statistics for Applied Linguistics (1994)The Uses of Argument (2003)Relations between scripted online peer feedback processes and quality of written argumentative essay (2016)Improving argumentative writing: Effects of a blended learning approach and gamification (2018)A Handbook of Child Psychology (1932)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Self-Efficacy: The Exercise of Control (1999)The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing (2013)Clarifying an Elusive Construct: a Systematic Review of Writing Attitudes (2017)Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level (2017)A Coefficient of Agreement for Nominal Scales (1960)New directions in composition research (1984)Using chatbots to scaffold EFL students’ argumentative writing (2022)From game design elements to gamefulness (2011)The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education (2012)Mediterranean journal of social sciences (2020)Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020 (2021)Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies (2022)Virtual reality and gamification in education: a systematic review (2024)Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)The Power of Feedback (2007)Online peer feedback in higher education: A synthesis of the literature (2023)Gender differences in personality traits across cultures: Robust and surprising findings. (2001)Gender Differences in Preferences (2009)The development of student feedback literacy: enabling uptake of feedback (2018)Enhancing argumentative writing with automated feedback and social comparison nudging (2022)Does perception mean learning? Insights from an online peer feedback setting (2024)Measuring nominal scale agreement among many raters. (1971)Focus on Formative Feedback (2008)Transforming Qualitative Information: Thematic Analysis and Code Development (1998)Using ChatGPT for second language writing: Pitfalls and potentials (2023)Exploring Engagement, Self-Efficacy, and Anxiety in Large Language Model EFL Learning: A Latent Profile Analysis of Chinese University Students (2024)The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence (2024)Comparing the effects of ChatGPT and automated writing evaluation on students’ writing and ideal L2 writing self (2025)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Using thematic analysis in psychology (2006)From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms (2024)The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation (2024)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)Making sense of Cronbach's alpha (2011)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english: A self-determination theory perspective (2025)
this work references cited by second hop

References

  • 2023Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students711 cited
  • 2019Using gamification to support learning English as a second language: a systematic review359 cited
  • 2024Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era243 cited
  • 2010The analysis of Toulmin elements in Chinese EFL university argumentative writing224 cited
  • 2021Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes163 cited
  • 2024“To Use or Not to Use?” A Mixed-Methods Study on the Determinants of EFL College Learners’ Behavioral Intention to Use AI in the Distributed Learning Context157 cited
  • 2012Motivation Research in Writing: Theoretical and Empirical Considerations152 cited
  • 2010Teaching the academic argument in a university EFL environment121 cited
  • 2022Online peer feedback patterns of success and failure in argumentative essay writing117 cited
  • 2022Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments105 cited
  • 2023AI and Recognition Technologies to Facilitate English as Foreign Language Writing for Supporting Personalization and Contextualization in Authentic Contexts102 cited
  • 2013The effect of uncertainty on learning in game-like environments95 cited
  • 2023

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Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality
83 cited
  • 2002Contextualizing Toulmin's Model in the Writing Classroom63 cited
  • Cited by

    • 2026Multimodal GenAI-assisted instruction in EFL argumentative writing: effects on writing skills, creativity, and critical thinking29 cited