Ma Yi, Chen Mingyang
School of Humanities, Foshan University, Foshan, China.
International Education Institute, University of St Andrews, St Andrews, United Kingdom.
Front Psychol. 2025 Jul 3;16:1568239. doi: 10.3389/fpsyg.2025.1568239. eCollection 2025.
Artificial intelligence (AI) is transforming language education, yet its long-term impact on motivation and proficiency, particularly how AI-driven gamification and teacher scaffolding interact in culturally distinct EFL contexts, remains underexplored. This study investigates the sustained influence of AI-powered language games on Chinese EFL learners' motivation, engagement, and English proficiency.
This mixed-methods, longitudinal quasi-experimental study involved 150 intermediate Chinese EFL learners across three universities. Participants were stratified into three groups: AI with teacher scaffolding, AI only, and a control group using non-AI gamified platforms. Over 16 weeks, we collected quantitative data (IELTS Indicator tests, motivation and technology acceptance surveys) and qualitative data (interviews, observations, and reflective journals).
Quantitative analyses revealed that the AI with Scaffolding group achieved significantly greater and more sustained proficiency gains than both the AI Only and Control groups. Motivation was significantly mediated by the satisfaction of Self-Determination Theory needs. Qualitative findings highlighted teacher scaffolding's pivotal role in contextualizing AI feedback, mitigating algorithmic rigidity, and fostering a "novice-to-self-regulated learner" trajectory. Cultural factors significantly influenced technology acceptance.
Findings underscore that AI's potential in language learning is maximized when strategically integrated with human pedagogical expertise, which addresses AI's limitations related to cultural nuances, overcorrection, and trust. This study offers concrete practical implications for educators and institutions, advocating for a balanced, human-centered approach to AI integration in diverse EFL contexts.
人工智能（AI）正在改变语言教育，但其对动机和熟练程度的长期影响，尤其是在文化背景不同的英语外语教学（EFL）环境中，人工智能驱动的游戏化与教师支架如何相互作用，仍未得到充分探索。本研究调查了人工智能驱动的语言游戏对中国英语外语学习者的动机、参与度和英语熟练程度的持续影响。
这项混合方法的纵向准实验研究涉及三所大学的150名中级中国英语外语学习者。参与者被分为三组：人工智能与教师支架组、仅人工智能组和使用非人工智能游戏化平台的对照组。在16周的时间里，我们收集了定量数据（雅思指标测试、动机和技术接受度调查）和定性数据（访谈、观察和反思日志）。
定量分析表明，人工智能与支架组在熟练程度提高方面比仅人工智能组和对照组都取得了显著更大且更持续的进步。动机在很大程度上由自我决定理论需求的满足所介导。定性研究结果强调了教师支架在将人工智能反馈情境化、减轻算法僵化以及促进“从新手到自我调节学习者”轨迹方面的关键作用。文化因素对技术接受度有显著影响。
研究结果强调，当与人类教学专业知识进行战略整合时，人工智能在语言学习中的潜力能得到最大发挥，这解决了人工智能在文化细微差别、过度纠正和信任方面的局限性。本研究为教育工作者和机构提供了具体的实践启示，倡导在不同的英语外语教学环境中采用平衡的、以人为本的人工智能整合方法。
