RETRACTED: Exploring EFL learners' positive emotions, technostress and psychological well‐being in AI‐assisted language instruction with/without teacher support in Malaysia.
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| Title: | RETRACTED: Exploring EFL learners' positive emotions, technostress and psychological well‐being in AI‐assisted language instruction with/without teacher support in Malaysia. |
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| Authors: | Yang, Min (AUTHOR), Wu, Xiaoyi (AUTHOR), Deris, Farhana Diana (AUTHOR) |
| Source: | British Educational Research Journal. Jun2026, Vol. 52 Issue 3, pe37-e67. 31p. |
| Subjects: | Psychological well-being, Computer assisted language instruction, Academic support programs, Malaysians, Limited English-proficient students, Psychological stress, Affect (Psychology) |
| Geographic Terms: | Malaysia |
| Abstract: | Despite the growing interest in artificial intelligence (AI)‐assisted language learning, limited research has explored its impact on learners' emotional experiences, technostress and psychological well‐being in English as a Foreign Language (EFL) contexts. This study aimed to address this gap by investigating how AI‐assisted language instruction, with and without teacher support, influences these critical dimensions among EFL learners in Malaysia. To achieve this, a convergent parallel mixed‐methods design was employed, involving 98 Malaysian female EFL learners who were divided into three groups: two experimental groups (EGs) and one control group (CG). The first EG received AI‐assisted instruction with teacher support, while the second EG engaged in AI‐assisted instruction without teacher support. The CG followed traditional teaching methods. All participants were pre‐tested on measures of positive emotions, technostress and psychological well‐being before undergoing their respective instructional treatments. Post‐tests were administered after the intervention, and semi‐structured interviews were conducted with a subset of participants from the two EGs to gather qualitative insights into their experiences. The findings revealed that learners in the AI with teacher support group demonstrated significantly higher levels of positive emotions, lower technostress and enhanced psychological well‐being compared to both the AI without teacher support group and the CG. Qualitative analysis further highlighted three key themes for the AI with teacher support group: teacher‐mediated emotional security and positive affect; teacher buffering of AI‐induced technostress; and teacher–AI synergy enhancing psychological well‐being. In contrast, the AI without teacher support group emphasised autonomy‐driven motivation, technological resilience and a pronounced craving for guidance. The findings highlight the importance of integrating teacher support with AI tools to foster a more balanced and effective learning environment. [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: 194916190 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: RETRACTED: Exploring EFL learners' positive emotions, technostress and psychological well‐being in AI‐assisted language instruction with/without teacher support in Malaysia. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yang%2C+Min%22">Yang, Min</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wu%2C+Xiaoyi%22">Wu, Xiaoyi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Deris%2C+Farhana+Diana%22">Deris, Farhana Diana</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, pe37-e67. 31p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Psychological+well-being%22">Psychological well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+language+instruction%22">Computer assisted language instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br /><searchLink fieldCode="DE" term="%22Malaysians%22">Malaysians</searchLink><br /><searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+stress%22">Psychological stress</searchLink><br /><searchLink fieldCode="DE" term="%22Affect+%28Psychology%29%22">Affect (Psychology)</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Despite the growing interest in artificial intelligence (AI)‐assisted language learning, limited research has explored its impact on learners' emotional experiences, technostress and psychological well‐being in English as a Foreign Language (EFL) contexts. This study aimed to address this gap by investigating how AI‐assisted language instruction, with and without teacher support, influences these critical dimensions among EFL learners in Malaysia. To achieve this, a convergent parallel mixed‐methods design was employed, involving 98 Malaysian female EFL learners who were divided into three groups: two experimental groups (EGs) and one control group (CG). The first EG received AI‐assisted instruction with teacher support, while the second EG engaged in AI‐assisted instruction without teacher support. The CG followed traditional teaching methods. All participants were pre‐tested on measures of positive emotions, technostress and psychological well‐being before undergoing their respective instructional treatments. Post‐tests were administered after the intervention, and semi‐structured interviews were conducted with a subset of participants from the two EGs to gather qualitative insights into their experiences. The findings revealed that learners in the AI with teacher support group demonstrated significantly higher levels of positive emotions, lower technostress and enhanced psychological well‐being compared to both the AI without teacher support group and the CG. Qualitative analysis further highlighted three key themes for the AI with teacher support group: teacher‐mediated emotional security and positive affect; teacher buffering of AI‐induced technostress; and teacher–AI synergy enhancing psychological well‐being. In contrast, the AI without teacher support group emphasised autonomy‐driven motivation, technological resilience and a pronounced craving for guidance. The findings highlight the importance of integrating teacher support with AI tools to foster a more balanced and effective learning environment. [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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/berj.4184 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: e37 Subjects: – SubjectFull: Psychological well-being Type: general – SubjectFull: Computer assisted language instruction Type: general – SubjectFull: Academic support programs Type: general – SubjectFull: Malaysians Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Psychological stress Type: general – SubjectFull: Affect (Psychology) Type: general – SubjectFull: Malaysia Type: general Titles: – TitleFull: RETRACTED: Exploring EFL learners' positive emotions, technostress and psychological well‐being in AI‐assisted language instruction with/without teacher support in Malaysia. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yang, Min – PersonEntity: Name: NameFull: Wu, Xiaoyi – PersonEntity: Name: NameFull: Deris, Farhana Diana 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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