ArticleHeliyon2024
From literacy to learning: The sequential mediation of attitudes and enjoyment in AI-assisted EFL education.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 2 of them syntheses that pooled it.
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Who cites it
10 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- An analysis of the empirical research on SL/FL teaching and learning based on positive psychology: a systematic literature review.BMC psychology · 2025Pooled it
- Learner emotions in AI-assisted English as a second/foreign language learning: a systematic review of empirical studies.Frontiers in psychology · 2025Pooled it
- Rethinking foreign language boredom in AI-assisted learning: the hidden roles of growth mindset, AI literacy, and AI self-efficacy.Frontiers in psychology · 2026Article
- When AI becomes a language partner: a moderated serial mediation model of AIGC-supported communicative task engagement and learning enjoyment.Frontiers in psychology · 2026Article
- Artificial intelligence-assisted speaking in Spanish as a foreign language: effects on foreign language emotions and willingness to communicate.Frontiers in psychology · 2026Article
- Integrating appreciative education with AI-assisted oral training for sustainable EFL learning: a study on speaking anxiety and oral proficiency.Frontiers in psychology · 2026Article
- Exploring the role of agentic AI in fostering self-efficacy, autonomy support, and self-learning motivation in higher education.Frontiers in artificial intelligence · 2026Article
- AI literacy and foreign language boredom in AI-assisted academic English learning: the roles of engagement and task value.Frontiers in psychology · 2026Article
- How mindfulness shapes AI competence: a structural equation modeling analysis of mindfulness, AI literacy and behavioral intention in Chinese media students.Frontiers in psychology · 2025Article
- Integrating AI in Pakistani ESL classrooms: Teachers' practices, perspectives, and impact on student performance.PloS one · 2025Article
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Authors and funding
2 authors.
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Abstract
Artificial intelligence (AI) has become increasingly prominent in English as a Foreign Language (EFL) education. However, research on the factors influencing learners' sustained engagement with AI-assisted learning is scarce. This study bridges this gap by investigating the impact of AI literacy, learner attitudes toward AI-assisted learning, and foreign language enjoyment (FLE) on Chinese EFL learners' continuance intention (CI) for AI-assisted EFL learning. A survey of 417 EFL learners was conducted, and structural equation modeling was utilized to elucidate the relationships between these variables. The findings reveal that AI literacy, learner attitudes, and FLE significantly predict the CI. Moreover, AI literacy indirectly influences CI by mediating learner attitudes and FLE. Finally, FLE mediates the relationship between learner attitudes and CI. The study verifies a sequential mediation model, providing new insights into EFL learners' cognitive and affective traits and extending current models on the continuance intention in AI-assisted EFL learning. The research underscores the necessity for educators and technology developers to consider learners' interests and feedback, which are crucial for the sustainable progress of AI-assisted EFL learning.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.