Generative AI and motivational pathways in informal English learning
The role of enjoyment and flow
Bibliographic Data
| ID | 22419971 |
|---|---|
| Authors | Xiaowei Zhang (0000-0001-6314-654X, Ocean University of China), Lianrui Yang (0000-0001-8540-4212, Ocean University of China, corresponding author), Yu Cui (0009-0002-9605-5243, Xi'an Jiaotong University), Lingjie Tang (0000-0002-8176-0604, Xi'an Jiaotong University), Xiaolan Liu (0000-0002-5044-9485, Ocean University of China) |
| Year | 2026 |
| Publication date | 2026-07-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Technology Research and Development (JOURNAL) |
| Journal identifiers | ISSN: 1042-1629 • E-ISSN: 1556-6501 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11423-026-10668-1 |
| OpenAlex | W7169559633 |
| Language | EN |
| References cited | 61 |
Educational technology · Generative grammar · Generative model · Instructional design · Educational Games and Gamification · EFL/ESL Teaching and Learning · Flow Experience in Various Fields
L2 grit
Emotions that facilitate language learning
Exploring AI-mediated informal digital learning of English (AI-Idle)
Testing measurement invariance of composites using partial least squares
Teacher enthusiasm and students’ social-behavioral learning engagement
Understanding the Relationship Between Grit and Foreign Language Performance Among Middle School Students
The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort
A Study of Flow Theory in the Foreign Language Classroom
Informal digital learning of English (Idle)
Achievement goals and discrete achievement emotions
An Introduction to a Permutation Based Procedure for Multi-Group PLS Analysis
A social-cognitive approach to motivation and personality.
Intrinsic and extrinsic motivation from a self-determination theory perspective
Emotional, Attitudinal, and Sociobiographical Sources of Flow in Online and In-Person EFL Classrooms
Differential impact of GenAI use on EFL learners’ digital literacy, emotions, and motivated learning behavior in Informal Digital Learning of English
The effect of teacher support on academic engagement
Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-Idle)
Enhancing the emotional aspects of language education through generative artificial intelligence (GenAI)
Impact of AI assistance on student agency
Chatgpt in and for second language acquisition
Giving Away the Immersive L2 Learning Experiences in GenAI ‐Mediated Contexts
The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment
L2 motivational self system, foreign language enjoyment as predictors of motivated behavior
“You can’t start a fire without a spark”. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms
Technology acceptance model in technology-enhanced OCLL contexts
Exploring L2 grit in the Chinese EFL context
Examining the role of achievement goals in L2 learning
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements
The L2 motivational self system, L2 anxiety, and motivated behavior
Relevance of goal theories to language learning research
Achievement goals and emotions of Chinese EFL students
Understanding Chinese high school students’ Foreign Language Enjoyment
Foreign Language Enjoyment as a mediator between Informal Digital Learning of English and willingness to communicate
Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour
Informal digital learning of English and L2 willingness to communicate
Structural Relationship Between L2 Learning Motivation and Resilience and Their Impact on Motivated Behavior and L2 Proficiency
When Idle Hands Make an English Workshop
A 2 × 2 achievement goal framework
A hierarchical model of approach and avoidance achievement motivation
Grit
| Citation velocity | historical |
|---|---|
| Highly cited | No |