On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate
Datos Bibliográficos
| ID | 11989331 |
|---|---|
| Autores | Ran Zhi (0000-0001-7247-5484, Nanjing Agricultural University), Yongxiang Wang (0000-0002-0463-1104, Nanjing Normal University, autor de correspondencia) |
| Año | 2024 |
| Volumen | 124 |
| Páginas | 103341-103341 |
| Fecha de publicación | 2024-06-20 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | System (JOURNAL) |
| Identificadores de la revista | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2024.103341 |
| OpenAlex | W4399854224 |
| Idioma | EN |
| Citas recibidas | 84 |
| Referencias citadas | 45 |
Epistemology · Immediacy · Mathematics education · Pedagogy · Communication in Education and Healthcare · Education and Critical Thinking Development · Education and Learning Interventions · Psychology
EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation
An experimental study of Chinese EFL students’ academic engagement in robot-assisted learning (RAL) environments
Intelligent multimodal feedback and teacher-learner dynamics in GenAI-enhanced language classrooms
Empowering the autonomous learner
The impact of robot-assisted language learning (Rall) on EFL students’ classroom engagement and willingness to attend classes (WTAC)
Comparing AI-enhanced instructional designs for EFL postgraduate proficiency
Interaction, SEL, Autonomy, and Personalization as Predictors of Student Well-Being in AI Contexts
Unlocking the Secrets of AI in Education
The effect of learners’ psychological factors on motivational intensity in English language learning
Educational anxiety triggered by artificial intelligence technology
Teachers’ Perceptions and Students’ Strategies in Using AI-Mediated Informal Digital Learning for Career ESL Writing
L2 teachers’ foreign language teaching anxiety (FLTA) in AI-enhanced writing classrooms
Teachers’ digital intelligence learning competence (TDILC)
The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation
“I feel AI is neither too good nor too bad”
Flow in ChatGPT-based logic learning and its influences on logic and self-efficacy in English argumentative writing
Examining the Role of EFL Teacher‐Care and Credibility on Students' Motivation and Psychological Well‐Being in Smart Classrooms
AI ‐Mediated Communication in EFL Classrooms
Exploring Chinese EFL Teachers' Perceptions About the Authenticity and Naturalness of Artificial Intelligence ( AI )‐Generated Language
A Correlational Study of AI Usage, Motivation, Self‐Efficacy, and Learning Engagement in Education
Integrating Robotics in Art Education
From Technology‐Challenged Teachers to Empowered Digitalized Citizens
Teacher Care, Clarity and Confirmation in the Age of AI
Unveiling the Impact of AI ‐Oriented Professional Development on Chinese EFL Teachers' Pedagogical Character Formation
Redefining Language Education
Exploring the Role of GenAI Literacy and Readiness in Chinese EFL Teachers' Character Strength
Metacognitive Knowledge, Personality and Openness to Diversity among EFL Teachers
Modelling the Interplay Between Willingness to Communicate and Foreign Language Classroom Anxiety Among Chinese EFL Learners in Robot‐Assisted Language Learning Environments
Language Attitude and GenAI Attitude of Struggling EFL Learners
Integrating Artificial Intelligence ( AI ) Into the English as a Foreign Language Classroom
Investigating the Educational Impact of Robotics Classrooms on Problem‐Solving Skills and Cognitive Development Among Higher Education Students
How AI ‐Enhanced Social–Emotional Learning Framework Transforms EFL Students' Engagement and Emotional Well‐Being
L2 Students' Speaking Skills in Robot‐Assisted Language Learning
The Role of Artificial Intelligence Tools on Chinese EFL Learners' Self‐Regulation, Resilience and Autonomy
A Structural Model of EFL Learners' Behavioural Engagement in AI‐Enhanced Classrooms
Integrating ‘ GPT ‐4o’ as an AI Tool Into K‐12 Contexts
The Impact of Psychological Capital on EFL Students' Engagement in Artificial Intelligence‐Supported Learning Environments
Revolutionising Classroom Dynamics
Examining the Model of EFL Learners' Self‐Efficacy, AI Literacy, and Engagement in AI ‐Driven Settings
Incorporating Robotics and Artificial Intelligence ( AI ) Into Teaching Chinese as a Second Language in Higher Education
Emotion‐Aware AI in Physical Education
The Influence of Teachers' Clarity and Credibility on Chinese EFL Students' Willingness to Attend AI ‐Powered Classrooms
Future of Language Learning
Enhancing EFL Learners' Engagement and Motivation Through Immersive Technologies
A Phenomenological Study on the Role of Teacher Communication Behaviours in High School Students' Willingness to Attend AI ‐Enhanced Classrooms
Exploring the Role of AI ‐Mediated L2 Education in Chinese EFL Teachers' Classroom Rapport With Their Students
Gen AI Literacy and Acceptance Among EFL Teachers
Beyond Substitution
Uncovering the Role of Teacher‐Student Rapport in Fostering EFL Students' Willingness to Communicate and Engagement in Digital Learning Context
Harmonising Minds
The Effects of Teacher Interpersonal Behaviours, Peer Collaboration, Help‐Seeking Attitudes, Academic Engagement, and Learning Outcomes in Technology‐Supported Collaborative EFL Classrooms
Exploring the Impact of Resistance to AI , Cultural Openness and Collaboration on STEM Teachers' Professional Development
Enhancing EFL Students' Resilience in Artificial Intelligence‐Based Settings
The Contribution of Artificial Intelligence ( AI ) Tools to Chinese Junior Middle School Students' Self‐Regulated Learning ( SRL )
Exploring the Effects of Professor‐Student Rapport, Grit and Motivation on Engagement in AI ‐Assisted English Classrooms
Exploring Chinese EFL Teachers' Perceptions of the Potentials and Challenges of Robot‐Assisted Language Learning
The Role of Chinese EFL Teachers' Immediacy and Rapport in Students' Engagement in the Context of AI ‐Mediated Education
A Latent Growth Curve Modelling Study on the Impact of AI ‐Powered Robots on Classroom Enjoyment and Willingness to Attend Classes
Teacher Interpersonal Behaviours, Communication Apprehension, Self‐Efficacy and Academic Engagement in Technology‐Mediated EFL Classrooms
Unpacking Spanish EFL Teachers' Perceptions About the Role of Artificial Intelligence ( AI ) Technologies in Their Pedagogical Decision‐Making
The Relationship Between Teachers' Character Strengths and Students' Motivation and Well‐Being in AI ‐Supported Classrooms
Understanding Chinese EFL Teachers' Actual Experiences With AI ‐Mediated Instruction Through the Lens of Expectancy Value Theory
The effect of L2 grit on willingness to communicate
EFL teachers’ generative artificial intelligence (GenAI) literacy
Unlocking emotional resilience
Transforming EFL students' engagement
Examining the role of Chinese language learners' grit and self-efficacy on their engagement in artificial intelligence-driven settings
The role of artificial intelligence (AI) tools in EFL teachers' passion for self-directed professional development
The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum
The socio-emotional dangers of using Artificial Intelligence (AI) technologies in second language (L2) education
Chinese EFL students' perceptions about the role of artificial intelligence (AI) technologies in their second language (L2) self-concept
The role of STEM teachers' emotional intelligence and psychological well-being in predicting their artificial intelligence literacy
The role of artificial intelligence tools on Chinese EFL learners' speaking skills, speaking anxiety, and motivation
On the relationship between music students' negative emotions, artificial intelligence readiness, and their engagement
Formation mechanisms of primary school teachers’ verbal immediacy behaviors in smart classroom environments
Exploring the impact of AI-enhanced language tools on multilingual learners’ grit, enjoyment, anxiety, and emotional disengagement
Does Artificial Intelligence (AI) Nurture or Hinder Language Learners' Higher‐ Order Thinking Skills (Hots)? A Phenomenological Study on L2 Learners' Perspectives and Lived Experiences
Teacher‐Student Relationships as a Buffer
Emotional experiences of English language teachers in the age of generative AI
University EFL instructors’ engagement with generative AI
Exploring complex multilingual motivation types among Chinese students majoring in dual foreign languages
Ethical AI in language education
Unpacking the Factors Shaping Tesol Teachers' GenAI Literacy From an Ecological Perspective
Navigating anxiety in digital learning
Adding immersive virtual reality to a science lab simulation causes more presence but less learning
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching
The relationship between incommensurable emotions and willingness to communicate in English as a foreign language
Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life
Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates
Role of the Emotions and Classroom Environment in Willingness to Communicate
Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement
The impact of AI writing tools on the content and organization of students’ writing
Designing for Transition
“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
Anthropomorphic response
Self-regulated mobile game-based English learning in a virtual reality environment
Detecting latent topics and trends in educational technologies over four decades using structural topic modeling
Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context
The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement
Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research‐active EFL teachers’ perceptions
Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners
Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions
Enhancing EFL Learners’ Willingness to Communicate With Visualization and Goal‐Setting Activities
Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning
Unpacking Chinese EFL Students' Academic Engagement and Psychological Well-Being
| Obras citantes distintas | 84 |
|---|---|
| Citas por año | 42 |
| Intervalo de citas | 2024 - 2026 (3) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 84 |