The association between perceptions of GenAI-mediated feedback for English pronunciation practice and academic engagement: the mediating role of foreign language enjoyment.

Si Zhang, Xin Wang, Xiuyun Song, Yanchao Yang, Zhe Peng, Jie Li, Wenjin Yan

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Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 · Who and what money

Authors and funding

7 authors.

Si ZhangFaculty of International Languages, Qinggong College, North China University of Science and Technology, Tangshan, Hebei, China.

Xin WangFaculty of Digital and Intelligent Economics, Macau Millennium College, Macao, Macao SAR, China.

Xiuyun SongFaculty of International Languages, Qinggong College, North China University of Science and Technology, Tangshan, Hebei, China.

Yanchao YangInstitute of International Language Services Studies, Macau Millennium College, Macao, Macao SAR, China.

Zhe PengSchool of English and International Studies, Beijing Language and Culture University, Beijing, China.

Jie LiSchool of English and International Studies, Beijing Language and Culture University, Beijing, China.

Wenjin YanSchool of English and International Studies, Beijing Language and Culture University, Beijing, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Drawing on a multi-theoretical framework integrating Self-Determination Theory, Control-Value Theory, and the Broaden-and-Build Theory, this study developed and empirically tested a conceptual model to examine the relationships among perceptions of GenAI-mediated feedback, foreign language enjoyment, and academic engagement. The model specifically investigates the mediating role of foreign language enjoyment. Data were obtained through convenience sampling from 1,701 valid undergraduate participants at a university in northern China. The proposed model was analyzed using the CB-SEM module in SmartPLS 4.0, and mediation effects were assessed via bias-corrected bootstrap confidence intervals based on 5,000 resamples. Results indicated that perceptions of AI-mediated feedback were positively associated with learners' academic engagement, both directly and indirectly through foreign language enjoyment. These findings highlight the essential role of affective factors in the design and implementation of AI-assisted language learning environments.

Indexed as

academic engagementEnglish pronunciation practiceforeign language enjoymentGenAI-mediated feedbackmediation analysis

Identifiers

PMID42495225

DOI10.3389/fpsyg.2026.1860590

PMCPMC13393427

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