RETRACTED: Tracing interpersonal emotion regulation, behavioural emotion regulation strategies, hopelessness and vocabulary retention within Bing vs. ChatGPT environments.
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| Title: | RETRACTED: Tracing interpersonal emotion regulation, behavioural emotion regulation strategies, hopelessness and vocabulary retention within Bing vs. ChatGPT environments. |
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| Authors: | Wang, Meiping (AUTHOR), Akhter, Shamim (AUTHOR) |
| Source: | British Educational Research Journal. Jun2026, Vol. 52 Issue 3, pe191-e218. 28p. |
| Subjects: | Emotion regulation, English as a foreign language, Despair, Intelligent tutoring systems, Memorization |
| Abstract: | Despite the growing integration of artificial intelligence (AI) in language education, limited research has explored its impact on emotional regulation and vocabulary retention, particularly in English as a foreign language (EFL) contexts. This study addressed this gap by comparing the effects of Bing and ChatGPT environments on interpersonal emotion regulation (IER), behavioural emotion regulation strategies (BERS), hopelessness and vocabulary retention among 458 upper‐intermediate Chinese EFL learners. Participants were divided into three groups: Bing, ChatGPT and a control group (CG) receiving traditional instruction. Both AI‐supported groups engaged with identical content and tasks on their respective platforms, while the CG followed a conventional curriculum. A mixed‐methods design was employed, incorporating quantitative pre‐ and post‐tests and qualitative semi‐structured interviews. The one‐way ANOVA results revealed that both AI groups significantly outperformed the CG across all measures, with no statistical difference between Bing and ChatGPT groups. The learners in AI‐supported conditions reported reduced hopelessness and improved IER and BERS, alongside notable vocabulary retention. In agreement with the quantitative results, the qualitative findings highlighted the engaging and supportive nature of AI environments, which led to improved IER, BERS and vocabulary retention and reduced hopelessness in the EFL learners. These results suggest that integrating AI tools like Bing and ChatGPT in EFL classrooms can enhance emotional well‐being and language acquisition, offering valuable pedagogical insights for educators seeking to leverage technology in language instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 194916185 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: RETRACTED: Tracing interpersonal emotion regulation, behavioural emotion regulation strategies, hopelessness and vocabulary retention within Bing vs. ChatGPT environments. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wang%2C+Meiping%22">Wang, Meiping</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Akhter%2C+Shamim%22">Akhter, Shamim</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Jun2026, Vol. 52 Issue 3, pe191-e218. 28p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Despair%22">Despair</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligent+tutoring+systems%22">Intelligent tutoring systems</searchLink><br /><searchLink fieldCode="DE" term="%22Memorization%22">Memorization</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Despite the growing integration of artificial intelligence (AI) in language education, limited research has explored its impact on emotional regulation and vocabulary retention, particularly in English as a foreign language (EFL) contexts. This study addressed this gap by comparing the effects of Bing and ChatGPT environments on interpersonal emotion regulation (IER), behavioural emotion regulation strategies (BERS), hopelessness and vocabulary retention among 458 upper‐intermediate Chinese EFL learners. Participants were divided into three groups: Bing, ChatGPT and a control group (CG) receiving traditional instruction. Both AI‐supported groups engaged with identical content and tasks on their respective platforms, while the CG followed a conventional curriculum. A mixed‐methods design was employed, incorporating quantitative pre‐ and post‐tests and qualitative semi‐structured interviews. The one‐way ANOVA results revealed that both AI groups significantly outperformed the CG across all measures, with no statistical difference between Bing and ChatGPT groups. The learners in AI‐supported conditions reported reduced hopelessness and improved IER and BERS, alongside notable vocabulary retention. In agreement with the quantitative results, the qualitative findings highlighted the engaging and supportive nature of AI environments, which led to improved IER, BERS and vocabulary retention and reduced hopelessness in the EFL learners. These results suggest that integrating AI tools like Bing and ChatGPT in EFL classrooms can enhance emotional well‐being and language acquisition, offering valuable pedagogical insights for educators seeking to leverage technology in language instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194916185 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/berj.4137 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: e191 Subjects: – SubjectFull: Emotion regulation Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Despair Type: general – SubjectFull: Intelligent tutoring systems Type: general – SubjectFull: Memorization Type: general Titles: – TitleFull: RETRACTED: Tracing interpersonal emotion regulation, behavioural emotion regulation strategies, hopelessness and vocabulary retention within Bing vs. ChatGPT environments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wang, Meiping – PersonEntity: Name: NameFull: Akhter, Shamim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01411926 Numbering: – Type: volume Value: 52 – Type: issue Value: 3 Titles: – TitleFull: British Educational Research Journal Type: main |
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