RETRACTED: Reducing anxiety, promoting enjoyment and enhancing overall English proficiency: The impact of AI‐assisted language learning in Chinese EFL contexts.
Saved in:
| Title: | RETRACTED: Reducing anxiety, promoting enjoyment and enhancing overall English proficiency: The impact of AI‐assisted language learning in Chinese EFL contexts. |
|---|---|
| Authors: | Wang, Yu (AUTHOR) |
| Source: | British Educational Research Journal. Jun2026, Vol. 52 Issue 3, pe68-e93. 26p. |
| Subjects: | Computer assisted language instruction, Language ability, Motivation (Psychology), Second language acquisition, Limited English-proficient students, Mixed methods research, Anxiety treatment |
| Abstract: | This study explored the influence of an AI‐assisted language learning tool on EFL learners' anxiety, enjoyment and overall English proficiency. Adopting a mixed‐methods design, the research involved 80 Chinese EFL learners assigned to either an experimental group using an AI application with feedback features or a control group using traditional methods. Quantitative data were collected via pre‐ and post‐tests measuring anxiety, enjoyment and general English proficiency. Qualitative data were gathered through open‐ended questionnaires exploring participant perspectives. The quantitative results indicated that the integration of the AI‐powered tool significantly reduced the learners' anxiety and significantly enhanced their learning enjoyment. Furthermore, the outcomes showed a significant promotion in the overall English proficiency of the experimental group compared with the control group. Qualitative findings complemented these results, detailing participants' positive perceptions of how AI support beneficially influenced their emotional states and language development. These findings carry important implications, suggesting that appropriately designed AI‐powered tools can foster more affectively supportive and linguistically productive EFL learning environments. [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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study explored the influence of an AI‐assisted language learning tool on EFL learners' anxiety, enjoyment and overall English proficiency. Adopting a mixed‐methods design, the research involved 80 Chinese EFL learners assigned to either an experimental group using an AI application with feedback features or a control group using traditional methods. Quantitative data were collected via pre‐ and post‐tests measuring anxiety, enjoyment and general English proficiency. Qualitative data were gathered through open‐ended questionnaires exploring participant perspectives. The quantitative results indicated that the integration of the AI‐powered tool significantly reduced the learners' anxiety and significantly enhanced their learning enjoyment. Furthermore, the outcomes showed a significant promotion in the overall English proficiency of the experimental group compared with the control group. Qualitative findings complemented these results, detailing participants' positive perceptions of how AI support beneficially influenced their emotional states and language development. These findings carry important implications, suggesting that appropriately designed AI‐powered tools can foster more affectively supportive and linguistically productive EFL learning environments. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01411926 |
| DOI: | 10.1002/berj.4187 |
