Untangling the Relationship Between AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle ), foreign Language Enjoyment and the Ideal L2 Self
Evidence From Chinese University EFL Students
Dados Bibliográficos
| ID | 21445461 |
|---|---|
| Autores | Guangxiang Liu (0000-0002-5361-268X, Department of English The Chinese University of Hong Kong Hong Kong China, autor correspondente), Minlin Zou (0000-0003-4637-0325, School of Education The University of Exeter Exeter UK), Ali Soyoof (0000-0002-8037-5632, Faculty of Education The University of Macau Macau China), Ming Ming Chiu (0000-0002-5721-1971, Department of Special Education and Counselling The Education University of Hong Kong Hong Kong China) |
| Ano | 2025 |
| Volume | 60 |
| Fascículo | 1 |
| Data de publicação | 2025-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | European Journal of Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.12846 |
| OpenAlex | W4404661062 |
| Idioma | EN |
| Citações recebidas | 36 |
| Referências citadas | 48 |
Artificial intelligence‐mediated informal digital learning of English (AI‐IDLE) might strengthen second language (L2) learners' motivational self‐concept (e.g., the ideal L2 self) and enhance their foreign language enjoyment (FLE) by enabling them to build confidence, engagement, and willingness to practice their English skills in a self‐directed, instant feedback, and non‐judgemental learning environment. In our explanatory mixed‐method study, we collected questionnaire data from 299 Chinese undergraduate English as a foreign language (EFL) learners and interviewed 12 of them. Structural equation modelling showed that students who participated in AI‐IDLE more often reported a clearer ideal L2 self and greater FLE, but those with a greater ideal L2 self did not report more FLE. In addition, gender did not moderate the impact of AI‐IDLE on FLE. Analysis of the interview data not only corroborated the quantitative results but also highlighted that while EFL learners can acquire a sense of FLE and vivid ideal L2 selves as they agentively negotiate the affordances of generative AI for informal language learning purposes, the sense of FLE and motivational force may shift across contexts to shape their continued investment in AI‐IDLE practices. By comparing and integrating the quantitative and qualitative insights, this study highlights the pedagogical potential of AI‐IDLE activities that can strengthen EFL learners' motivation, enjoyment, and commitment to English learning
Ideal (ethics) · Idle · Mathematics education · Operating system · Pedagogy · Political science · Study abroad · Computer Science · Educational Innovations and Challenges · Innovations in Education and Learning Technologies · Online Learning and Analytics · Psychology
Critical digital literacies, agentic practices, and AI-mediated informal digital learning of English
Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english
Self-perceptions of communicative mediation and AI-related self-efficacy in adult EFL learners
Chinese STEM College Students’ AI-Mediated Informal Digital Learning of English
Exploring the role of generative AI in skill development
The potential of AI-driven informal digital learning of English for shaping L2 learners’ willingness to communicate and speaking motivation
Tracking foreign language speaking enjoyment across AI-mediated conversational topics
Learner agency in self-directed use of GenAI for informal language learning
From sporadic to sustained
Differential impact of GenAI use on EFL learners’ digital literacy, emotions, and motivated learning behavior in Informal Digital Learning of English
Beyond the page
L2 Self-Guides, Achievement Emotions, and Engagement in AI-Mediated Informal Digital Learning of English
Technological self-efficacy, motivation, and contextual factors in advanced EFL e-learning
Bridging gaps and shaping futures
Modelling the predictors of digital literacy and their complex interplay in ChatGPT-assisted informal digital learning of english through psychological network analysis
Mapping the triadic interaction network in AI-enhanced L2 classrooms
What Drives GenAI Adoption in Informal Digital Learning of English ( Idle )
Investigating the Interplay of Chinese English as Foreign Language Learners' Growth Mindset, Enjoyment, Adaptability, and Engagement in AI ‐Mediated Informal Digital Learning of English
L2 Outsourcing
Unpacking Beliefs and Engagement in AI ‐Assisted Chinese Learning
Teacher‐Student Interpersonal Behaviours and GenAI Feedback on Students' Achievement Emotions in EFL Writing
Music Education With GenAI
Unveiling the Role of L2 Writing Feedback Engagement in ChatGPT‐Mediated Language Learning Environment
The effect of L2 grit on willingness to communicate
Understanding the role of AI Chatbots in English self-regulated learning
A Systematic Review on Generative AI in L2 Speaking Development From a Self‐Determination Theory Perspective
Beyond Motivation
Exploring Learners’ Perceptions of AI‐mediated informal digital Multilingual Learning
Learners’ Acceptance and Use of Multimodal Artificial Intelligence (AI)‐Generated Content in AI‐Mediated Informal Digital Learning of English
Informal Digital Learning of English (Idle) as Form‐Focused and Meaning‐Focused Activities
Exploring the Associations between Informal Digital English Learning (Idle), Personality Traits, and Critical Thinking among Chinese EFL Learners
University EFL instructors’ engagement with generative AI
Modeling the associations between L2 grit, foreign language enjoyment, and student engagement among Chinese EFL English-major learners
The contribution of informal digital learning of English (Idle) to achievement emotions and willingness to communicate
To be in AI ‐integrated language classes or not to be
EFL university students’ emotional engagement in AI ‐mediated learning contexts
Applied Structural Equation Modeling Using Amos
Enhancing academic writing skills and motivation
Exploring AI-mediated informal digital learning of English (AI-Idle)
The Value of Positive Emotions
Large language models in education
Foreign language enjoyment and anxiety
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching
ChatGPT for Language Teaching and Learning
The L2 Motivational Self System
Informal digital learning of English (Idle)
Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model
Foreign Language Enjoyment and Foreign Language Classroom Anxiety
English speaking with artificial intelligence (AI)
Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-Idle)
AI ‐Mediated Communication in EFL Classrooms
Disclosing the Correlation Between Using ChatGPT and Well‐Being in EFL Learners
The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment
Modeling L2 motivation change and its predictive effects on learning behaviors in the extramural digital context
Thematic Analysis
Affective variables and informal digital learning of English
Unravelling students’ perceived EFL teacher support
The L2 motivational self system, L2 anxiety, and motivated behavior
Artificial intelligence in EFL speaking
Understanding Chinese high school students’ Foreign Language Enjoyment
The general causality orientations scale
Investment and motivation in language learning
Informal digital learning of English and L2 willingness to communicate
Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety
Interrogating critical digital literacies in the Chinese context
The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners
From Rural China to the Digital Wilds
Intrinsic and Extrinsic Motivations
Motivation, Vision, and Gender
| Obras citantes distintas | 36 |
|---|---|
| Citações por ano | 36 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 35 |