Abstracts
Abstract
The consideration of students’ emotional and psychological health is crucial to facilitate effective teaching and grading practices. This study set out to shed light on the interplay between self-esteem (S-E), cognitive-emotion regulation (CER), academic enjoyment (AE), and language success (LS) in artificial intelligence (AI)-supported online language learning. To this end, the foreign language learning self-esteem scale, the Cognitive Emotion Control Questionnaire, the foreign language enjoyment scale, and a researcher-made test were distributed to 389 English as a foreign language learners in China. Screening the data with confirmatory factor analysis and structural equation modeling, the effects of S-E, CER, AE, and LS were identified and quantified. These results highlighted the important function that online courses assisted by AI perform in enhancing students’ CER and AE. This implied that students who have cultivated a robust sense of self-efficacy are adept at effectively regulating their cognitive and affective processes in AI-supported language learning. Possible improvements in language education are discussed, as are the study’s broader implications.
Keywords:
- self-esteem,
- cognitive-emotion regulation,
- academic enjoyment,
- language success,
- AI-supported online language learning
Appendices
Bibliography
- Aldao, A., & Nolen-Hoeksema, S. (2010). Specificity of cognitive emotion regulation strategies: A transdiagnostic examination. Behavior Research and Therapy, 48(10), 974–983. https://doi.org/10.1016/j.brat.2010.06.002
- Aldosari, M., Heydarnejad, T., Hashemifardnia, A., & Abdalgane, M. (2023). The interplay among self-assessment, using refection for assessment, classroom enjoyment, and immunity: Into prospects of effective language learning. Language Testing in Asia, 13, 1. https://doi.org/10.1186/s40468-022-00213-1
- Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184. https://doi.org/10.1037/0003-066X.44.9.1175
- Bracken, B. A. (2009). Positive self-concepts. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in schools. Routledge. https://doi.org/10.4324/9780203884089
- Chen, P., Bao, C., & Gao, Q. (2021). Proactive personality and academic engagement: The mediating effects of teacher-student relationships and academic self-efficacy. Frontiers in Psychology, 12, 1824. https://doi.org/10.3389/fpsyg.2021.652994
- Dewaele, J. -M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215–236). Multilingual Matters. https://doi.org/10.21832/9781783095360-010
- Dewaele, J. -M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22, 676–697. https://doi.org/10.1177/1362168817692161
- Elahi Shirvan, M., Taherian, T., & Yazdanmehr, E. (2020). The dynamics of foreign language enjoyment: An ecological momentary assessment. Frontiers in Psychology, 11, 1391-1405.
- Garnefski, N., Kraaij, V., & Spinhoven, P. (2002). Manual for the use of the cognitive emotion regulation questionnaire. DATEC.
- Garnefski, N., Teerds, J., Kraaij, V., Legerstee, J., & van den Kommer, T. (2004). Cognitive emotion regulation strategies and depressive symptoms: Differences between males and females. Personality and Individual Differences, 36, 267–276. https://doi.org/10.1016/S0191-8869(03)00083-7
- Griffiths, S., Suksasilp, C., Lucas, L., Sebastian, C. L., & Norbury, C. (2021). Relationship between early language competence and cognitive emotion regulation in adolescence. Royal Society Open Science, 8(10), 210742. https://doi.org/10.1098/rsos.210742
- Heeg, D. M., & Avraamidou, L. (2023). The use of artificial intelligence in school science: A systematic literature review. Educational Media International, 60(2), 125–150. https://doi.org/10.1080/09523987.2023.2264990
- Hosseinmardi, A. A., Ghorban Shiroodi, S., Zarbakhshbahri, M. R., & Tizdast, T. (2021). The relationship of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation in male students. Iranian Journal of Educational Society, 14(2), 178–189. https://doi.org/10.22034/ijes.2021.534830.1123
- Ismail, S. M., & Heydarnejad, T. (2023). Probing into the influence of EFL learners’ self-assessment and evaluation apprehension in predicting their personal best goals and self-efficacy skills: A structural equation modeling. Language Testing in Asia, 13, 8. https://doi.org/10.1186/s40468-023-00219-3
- Jiang, Y., & Dewaele, J. -M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13–25. https://doi.org/10.1016/j.system.2019.02.017.
- Jöreskog, K. G. (1990). New developments in LISREL: Analysis of ordinal variables using polychoric correlations and weighted least squares. Quality and Quantity 24, 387–404. https://doi.org/10.1007/BF00152012
- Kizilcec, R. (2023). To advance AI use in education, focus on understanding educators. International Journal of Artificial Intelligence in Education, 34, 12–19. https://doi.org/10.1007/s40593-023-00351-4
- Liu, S. (2022). Toward the role of L2 enjoyment in EFL students’ academic motivation and engagement. Frontiers in Psychology, 12, 822588. https://doi.org/10.3389/fpsyg.2021.822588
- Luan, H., Geczy, P., Lai, H., Gobert, J., Yang, S. J. H., Ogata, H., Baltes, J., Guerra, R., Li, P., & Tsai, C. -C. (2020). Challenges and future directions of big data and artificial intelligence in education. Frontiers in Psychology, 11, 580820. https://doi.org/10.3389/fpsyg.2020.580820
- Macintyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103, 262–274. https://doi.org/10.1111/modl.12544
- Martínez-Ramón, J. P., Morales-Rodríguez, F. M., Ruiz-Esteban, C., & Méndez, I. (2022). Self-esteem at university: Proposal of an artificial neural network based on resilience, stress, and sociodemographic variables. Frontiers in Psychology, 13, 815853. https://doi.org/10.3389/fpsyg.2022.815853
- Murk, J. C. (2006). Self-esteem research, theory, and practice: Toward a positive psychology of self-esteem (3rd ed.). Springer.
- Neji, W., Boughattas, N., & Ziadi, F. (2023). Exploring new AI-based technologies to enhance students’ motivation. Issues in Informing Science and Information Technology, 20, 95–110. https://doi.org/10.28945/5149
- Prasad, K., Aladini, A., Normurodova, N. Z., & Belton, B. (2023). Take language assessment easy: The mediator impacts of self-assessment, test-taking skills in predicting student evaluation apprehension, foreign language learning self-esteem, and language achievement in online classes. Language Testing in Asia, 13, 34. https://doi.org/10.1186/s40468-023-00246-0
- Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
- Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: Illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14, 1255594. https://doi.org/10.3389/fpsyg.2023.1255594
- Rezaei, S., & Zebardast, A. (2021). The mediating role of cognitive emotion regulation strategies on mindfulness, anxiety, and academic procrastination in high schoolers. Practice in Clinical Psychology, 9(2), 133–142. https://doi.org/10.32598/jpcp.9.2.731.1
- Riswanto, Heydarnejad, T., Saberi Dehkordi, E., & Parmadi, B. (2022). Learning-oriented assessment in the classroom: The contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00210-4
- Ritonga, M., Shaban, A. A., Al-Rashidi, A. H., & Chilani, N. (2023). Engagement in on-line language assessment: Are test-taking skills, self-assessment, resilience, and autonomy critical? Language Testing in Asia, 13, 25. https://doi.org/10.1186/ s40468-023-00236-2
- Rubio-Alcalá, F. D. (2017). Self-esteem and self-concept in foreign language learning. In C. Gkonou, M. Daubney, & J. -M. Dewaele (Eds.), New insights into language anxiety: Theory, research, and educational implications (pp. 198–206). Multilingual Matters.
- Rubio, F. (2007). Self-esteem and foreign language learning: An introduction. In F. Rubio (Ed.), Self-esteem and foreign language learning (pp. 2–12). Cambridge Scholars Publishing.
- Soodmand Afshar, H., & Jamshidi, B. (2022). EFL learners’ language learning strategy use, instrumental motivation, self-efficacy, self-regulation, autonomy, and L2 achievement: A SEM analysis. Applied Research on English Language, 11(4), 133–160. https://doi.org/10.22108/are.2022.133123.1880
- Wei, B. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
- Weidi, Z., & JeeChing, P. (2023). Cognitive emotion regulation and life satisfaction among students from Mainland China in Malaysian universities. Frontiers in Education, 8, 1028548. https://doi.org/10.3389/feduc.2023.1028548
- Yang, H., Kim, H., Lee, J. H., & Shin, D. (2022). Implementation of an AI chatbot as an English conversation partner in EFL speaking classes. ReCALL, 34, 327–343. https://doi.org/10.1017/S0958344022000039
- Zhang, F. (2022). A theoretical review on the impact of EFL/ESL students’ self-sabotaging behaviors on their self-esteem and academic engagement. Frontiers in Psychology, 13, 873734. https://doi.org/10.3389/fpsyg.2022.873734.
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2