Exploring the Role of AI-Enabled Personalized Learning Analytics in Enhancing EFL Grammar Acquisition
The Mediating Effects of Learner Engagement and the Moderating Role of Emotional Intelligence
Bibliographic Data
| ID | 22007172 |
|---|---|
| Authors | Yuanpeng Qu (0009-0008-3695-5809, Harbin Normal University, corresponding author), Jiaqi Liu (0000-0003-3335-7164, Harbin Normal University) |
| Year | 2026 |
| Volume | 16 |
| Issue | 3 |
| Publication date | 2026-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440261431435 |
| OpenAlex | W7167327915 |
| Language | EN |
| References cited | 32 |
This study tests whether AI-enabled personalized learning analytics (AI-PLA) improve EFL grammar acquisition in China and who benefits. A cross-sectional survey in four cities yielded N = 472 cases. AI-PLA quality was modeled as a higher-order construct; learner engagement and emotional intelligence (EI) served as mediator and moderator; grammar acquisition was assessed with the Oxford Placement Test Use-of-English score. SmartPLS 4 supported hierarchical modeling, a latent interaction, and diagnostics. AI-PLA quality directly predicted grammar (β = .19, p p p p p = .004). R 2 engagement = .56; R 2 grammar = .44. Theoretically, we link analytics quality—information quality, system quality, feedback timeliness, perceived personalization—to grammar outcomes through engagement and identify EI as a boundary condition. Practically, we recommend analytics that provide accurate error detection, feedback, usable interfaces, and visible personalization, alongside routines that cultivate engagement and emotion regulation
Analytics · Grammar · Grammar school · Learning analytics · Student engagement · AI in Service Interactions · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics
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| Citation velocity | historical |
|---|---|
| Highly cited | No |