Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners

In the evolving landscape of second language (L2) education, Intelligent Computer-Assisted Language Learning (ICALL) stands out as a transformative force with the emergence of Artificial Intelligence (AI). Despite its growing prominence, integrating cognitive and affective constructs such as academi...

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Vydané v:System (Linköping) Ročník 125; s. 103419
Hlavní autori: Namaziandost, Ehsan, Rezai, Afsheen
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Elsevier Ltd 01.10.2024
Predmet:
Academic emotion regulation
Academic mindfulness
Academic motivation
EFL learners
Intelligent computer-assisted language learning
L2 learning experience
Learner autonomy
Academic emotion regulation
Academic motivation
L2 learning experience
Academic mindfulness
Learner autonomy
Intelligent computer-assisted language learning
EFL learners
ISSN:0346-251X
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Popis
Shrnutí:In the evolving landscape of second language (L2) education, Intelligent Computer-Assisted Language Learning (ICALL) stands out as a transformative force with the emergence of Artificial Intelligence (AI). Despite its growing prominence, integrating cognitive and affective constructs such as academic emotion regulation and mindfulness remains underexplored in ICALL environments. This study addresses this gap by examining their interplay with L2 learning experience, academic motivation, and learner autonomy among Iranian English as a Foreign Language (EFL) learners. Drawing on data from 398 intermediate EFL learners, this research utilized a comprehensive array of validated instruments, including the Academic Emotional Regulation Questionnaire, the Langer Mindfulness Scale, the L2 Learning Experience Scale, the Academic Motivation Scale, and the Learner Autonomy Questionnaire. Structural equation modeling (SEM) revealed significant correlations, indicating that academic emotion regulation positively influences L2 learning experience, academic motivation, and learner autonomy within ICALL settings. Furthermore, academic mindfulness emerged as a robust predictor of these educational outcomes in ICALL environments. These findings underscore the pivotal role of ICALL in L2 education and offer practical insights for teachers, curriculum developers, and policymakers to enhance teaching and learning practices.
ISSN:0346-251X
DOI:10.1016/j.system.2024.103419