Enhancing engagement and self-efficacy through AI-supported Chinese language instruction: a mixed-methods...

Area of Science:

• Educational Technology
• Applied Linguistics
• Second Language Acquisition

Background:

• Traditional language instruction may not fully leverage technology for enhanced student outcomes.
• The integration of Artificial Intelligence (AI) in education presents opportunities to personalize learning and improve engagement.

Purpose of the Study:

• To investigate the impact of AI-supported Chinese language instruction on university students' engagement and self-efficacy.
• To compare the effectiveness of AI-supported teaching with traditional teaching methods in a Malaysian context.

Main Methods:

• A quasi-experimental, explanatory sequential mixed-methods design was used over a three-month period.
• 100 undergraduate students were divided into an AI-supported group and a traditional teaching group.
• Quantitative data (engagement, self-efficacy) were collected pre- and post-intervention, followed by qualitative semi-structured interviews.

Main Results:

• Significant Group × Time interaction effects were found for both engagement and self-efficacy, favoring the AI group.
• Students in the AI-supported group showed substantial gains in engagement and self-efficacy, unlike the traditional group.
• Qualitative data revealed that AI activities promoted active engagement, cognitive processing, positive emotions, and confidence.

Conclusions:

• AI-supported Chinese language instruction holds significant potential for enhancing student motivation and psychological outcomes.
• Effective implementation requires careful task design and robust teacher support to maximize AI benefits in language learning.
• AI tools can be valuable assets in fostering deeper engagement and higher self-efficacy in second language acquisition.