Ma Yi, Chen Mingyang
School of Humanities, Foshan University, Foshan City, 528225, Guangdong Province, China.
International Education Institute, University of St Andrews, St Andrews, KY16 9AJ, UK.
BMC Psychol. 2024 Dec 18;12(1):739. doi: 10.1186/s40359-024-02248-w.
In today's rapidly evolving educational landscape, AI-powered applications like ChatGPT, POE, and Duolingo are revolutionizing language education, offering personalized learning experiences in EFL. However, challenges such as student engagement and academic procrastination persist. This study delves into how these AI tools impact EFL learners' engagement and procrastination tendencies, aiming to inform effective technology integration in language instruction.
The primary goals of this research are to assess the influence of AI-empowered applications on affective, cognitive, and behavioural engagement and academic procrastination among EFL learners. By considering both the affective and cognitive aspects of engagement, the study aims to provide insights into optimizing EFL instruction through AI-driven tools while addressing academic procrastination challenges.
A quasi-experimental research method was employed, involving ten intact classes comprising 350 students divided into two groups. Engagement and procrastination scales were administered before and after the treatment. T-tests were utilized to analyze the data, comparing pre- and post-treatment scores between the groups.
The results indicate that the experimental group, exposed to AI-empowered applications, demonstrated significantly higher levels of affective, cognitive, and behavioural engagement than the control group.
AI-empowered applications, Academic procrastination, engagement, Chinese EFL learners' engagement. Moreover, a substantial reduction in academic procrastination was observed among students exposed to AI-empowered applications.
The study underscores the potential of AI-empowered applications to enhance learner engagement and mitigate academic procrastination. The findings contribute to the pedagogical discourse surrounding technology integration and advocate adopting learner-centred approaches. The incorporation of AI-empowered applications in diverse educational settings is recommended.
在当今快速发展的教育环境中，ChatGPT、POE和多邻国等人工智能驱动的应用程序正在彻底改变语言教育，在外语教学中提供个性化学习体验。然而，诸如学生参与度和学业拖延等挑战依然存在。本研究深入探讨这些人工智能工具如何影响外语学习者的参与度和拖延倾向，旨在为语言教学中有效整合技术提供参考。
本研究的主要目标是评估人工智能驱动的应用程序对外语学习者在情感、认知和行为参与度以及学业拖延方面的影响。通过考虑参与度的情感和认知两个方面，该研究旨在深入了解如何通过人工智能驱动的工具优化外语教学，同时应对学业拖延挑战。
采用了准实验研究方法，涉及10个完整班级，共350名学生，分为两组。在处理前后进行了参与度和拖延量表的测试。使用t检验分析数据，比较两组处理前后的分数。
结果表明，接触人工智能驱动应用程序的实验组在情感、认知和行为参与度方面明显高于对照组。
人工智能驱动的应用程序、学业拖延、参与度、中国外语学习者的参与度。此外，在接触人工智能驱动应用程序的学生中，学业拖延现象大幅减少。
该研究强调了人工智能驱动的应用程序在提高学习者参与度和减轻学业拖延方面的潜力。研究结果有助于围绕技术整合的教学讨论，并倡导采用以学习者为中心的方法。建议在各种教育环境中纳入人工智能驱动的应用程序。
