On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate

Abstract

This research explores the intricate interplay among EFL students' attitudes towards artificial intelligence (AI), Teachers' Immediacy (TI), Teacher-Student Rapport (TSR), and their willingness to communicate (WTC). It delves into EFL students' perceptions of AI’s role in enhancing critical thinking and investigates how teachers' immediacy and rapport influence students' WTC development. By integrating multiple domains including EFL education, AI technology, and interpersonal communication, the study offers a comprehensive understanding of how these factors intersect to shape students' willingness to communicate. The research fills a gap in existing literature by investigating EFL students' attitudes toward AI in language learning alongside variables like teacher immediacy and teacher-student rapport. It aims to unveil the nuanced relationships between students' attitudes toward AI, teacher immediacy, teacher-student rapport, and their resultant impact on students' WTC. To address these inquiries, the research employed four questionnaires, drawing on previous studies discussing EFL students' attitudes, contradictions, and perceptions in the context of AI integration. Insights from psychology, language acquisition, and educational technology converge to shed light on the complex dynamics shaping students' willingness to communicate in the AI era. The investigation contributes to the existing body of knowledge by providing a nuanced understanding of the factors influencing EFL students' WTC in the context of AI, with a specific emphasis on the significance of teachers' immediacy and rapport. The findings hold practical implications for educators and policymakers by highlighting the potential of AI technologies to enhance language learning outcomes and stressing the importance of fostering positive teacher-student relationships in promoting students' willingness to communicate effectively in the digital era.