Teacher‐Student Interpersonal Behaviours and GenAI Feedback on Students' Achievement Emotions in EFL Writing
An Intervention Study
Bibliographic Data
| ID | 21445932 |
|---|---|
| Authors | Siyi Wang (0000-0002-2731-3176, School of Foreign Languages and Cultures Nanjing Normal University Nanjing China), Yongliang Wang (0000-0002-4672-8481, School of Foreign Studies North China University of Water Resources and Electric Power Zhengzhou Henan China, corresponding author), Mehdi Solhi (0000-0002-0355-9171, Department of English Language Teaching Istanbul Medipol University Istanbul Turkey) |
| Year | 2026 |
| Volume | 61 |
| Issue | 1 |
| Publication date | 2026-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70395 |
| OpenAlex | W7117477729 |
| Language | EN |
| Citations received | 10 |
| References cited | 68 |
While extensive studies have explored the influence of teacher‐student interpersonal behaviours in conventional higher education settings, their effects on students' experiences in generative artificial intelligence (GenAI)‐mediated learning environments remain insufficiently investigated. To address this gap, the present study conducted a ten‐week instructional intervention with two groups of Chinese EFL students (experimental group: N = 36; control group: N = 35), comparing the effects of traditional teacher‐student interpersonal behaviours and GenAI feedback on students' achievement emotions in EFL writing. Findings from both quantitative and qualitative data reveal that, compared with the GenAI feedback group, students in the teacher‐mediated feedback group experienced higher levels of pride and lower levels of anxiety. In contrast, other achievement emotions such as enjoyment, hope, anger, shame, hopelessness, and boredom showed no clear differences between the two groups. The findings provide valuable pedagogical implications for integrating emerging technologies to foster positive achievement emotions and enhance writing performance in EFL contexts
Academic achievement · Boredom · Control (management) · Interpersonal communication · Interpersonal relationship · Intervention (counseling) · Pride · Qualitative research · Grit, Self-Efficacy, and Motivation · Intelligent Tutoring Systems and Adaptive Learning · Writing and Handwriting Education
Modelling the Interplay Between Willingness to Communicate and Foreign Language Classroom Anxiety Among Chinese EFL Learners in Robot‐Assisted Language Learning Environments
Understanding Classroom Engagement in Higher Education
Revolutionising Classroom Dynamics
Incorporating Robotics and Artificial Intelligence ( AI ) Into Teaching Chinese as a Second Language in Higher Education
The Predicting Role of Continuing Professional Development ( CPD ) in Chinese EFL Teachers' Agency and Pedagogical Effectiveness
Exploring Chinese Music Students' AI Familiarity and AI Self‐Efficacy
University Students' Writing Feedback Literacy in the AI Era
The Relationship Between Teachers' Character Strengths and Students' Motivation and Well‐Being in AI ‐Supported Classrooms
From Passion to Performance
Trajectories of foreign language writing enjoyment in AI-mediated EFL contexts
International Handbook of Emotions in Education
Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english
“ChatGPT is the companion, not enemies”
The Control-Value Theory of Achievement Emotions
EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation
Task complexity and foreign language writing emotions as predictors of EFL writing performance
Future selves, enjoyment and anxiety as predictors of L2 writing achievement
Investigating the usefulness of artificial intelligence-driven robots in developing empathy for English for medical purposes communication
The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation
Leveraging artificial intelligence (AI) in English as a foreign language (EFL) classes
Using digital gamification to improve language achievement, foreign language enjoyment, and ideal L2 self
Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences
Language Attitude and GenAI Attitude of Struggling EFL Learners
Integrating Artificial Intelligence ( AI ) Into the English as a Foreign Language Classroom
Revisiting Integrated Model of Technology Acceptance Among the Generative AI ‐Powered Foreign Language Speaking Practice
Untangling the Relationship Between AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle ), foreign Language Enjoyment and the Ideal L2 Self
Teacher support, academic engagement and learning anxiety in online foreign language learning
Teacher support and academic engagement among EFL learners
Exploring Writing Anxiety during Writing Process
Does Artificial Intelligence (AI) Nurture or Hinder Language Learners' Higher‐ Order Thinking Skills (Hots)? A Phenomenological Study on L2 Learners' Perspectives and Lived Experiences
Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning
Unravelling students’ perceived EFL teacher support
Ideal L2 self, enjoyment, and strategy use in L2 integrated writing
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements
Enjoyment begets enjoyment
Modeling the associations between L2 grit, foreign language enjoyment, and student engagement among Chinese EFL English-major learners
EFL teachers’ generative artificial intelligence (GenAI) literacy
Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions
Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement
Examining the validity of the Achievement Emotions Questionnaire for measuring more emotions in the foreign language classroom
| Citations per year | 10 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |