RETRACTED: To be in AI‐integrated language classes or not to be: Academic emotion regulation, self‐esteem, L2 learning experiences and growth mindsets are in focus.
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| Title: | RETRACTED: To be in AI‐integrated language classes or not to be: Academic emotion regulation, self‐esteem, L2 learning experiences and growth mindsets are in focus. |
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| Authors: | Yu, Jianbin (AUTHOR), Tao, Ye (AUTHOR) |
| Source: | British Educational Research Journal. Jun2026, Vol. 52 Issue 3, pe219-e244. 26p. |
| Subjects: | Educational technology, Computer assisted language instruction, Cognitive development, Second language acquisition, Emotion regulation, Limited English-proficient students, Self-esteem, Pre-tests & post-tests |
| Geographic Terms: | China |
| Abstract: | This study aimed to investigate whether an artificial intelligence (AI)‐supported learning environment significantly boosts academic emotion regulation, self‐esteem, second language (L2) learning experiences and growth mindsets among English as foreign language (EFL) learners in China. For this purpose, a quasi‐experimental design was employed, involving 120 participants (60 males and 60 females) aged 18–25, who were randomly assigned to either an experimental group (EG) or a control group (CG). The EG experienced AI‐integrated language classes, while the CG received traditional instruction. Pre‐ and post‐tests were conducted to measure the key variables, and data were analysed using an analysis of covariance and independent samples t‐tests. Findings documented that the EG demonstrated significantly higher levels of academic emotion regulation, self‐esteem, L2 learning experiences and growth mindsets compared to the CG on the post‐tests. These findings underline the potential of AI‐integrated learning environments to positively shape learners' emotional, psychological and cognitive outcomes. The study concludes with important implications for EFL instructors, students and policymakers by stressing the need to develop targeted interventions leveraging AI‐powered technologies to support holistic EFL learner development. [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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| Abstract: | This study aimed to investigate whether an artificial intelligence (AI)‐supported learning environment significantly boosts academic emotion regulation, self‐esteem, second language (L2) learning experiences and growth mindsets among English as foreign language (EFL) learners in China. For this purpose, a quasi‐experimental design was employed, involving 120 participants (60 males and 60 females) aged 18–25, who were randomly assigned to either an experimental group (EG) or a control group (CG). The EG experienced AI‐integrated language classes, while the CG received traditional instruction. Pre‐ and post‐tests were conducted to measure the key variables, and data were analysed using an analysis of covariance and independent samples t‐tests. Findings documented that the EG demonstrated significantly higher levels of academic emotion regulation, self‐esteem, L2 learning experiences and growth mindsets compared to the CG on the post‐tests. These findings underline the potential of AI‐integrated learning environments to positively shape learners' emotional, psychological and cognitive outcomes. The study concludes with important implications for EFL instructors, students and policymakers by stressing the need to develop targeted interventions leveraging AI‐powered technologies to support holistic EFL learner development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01411926 |
| DOI: | 10.1002/berj.4180 |
