The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation

Abstract

The use of Artificial Intelligence (AI) tools has become increasingly prevalent within higher education and numerous studies have indicated the efficacy of AI applications within the English as a foreign language (EFL) context. Enhancing student engagement, foreign language enjoyment (FLE), and motivation in the field of AI education are significant in promoting effective learning outcomes. The rise of AI in educational settings has led to a paucity of research exploring its impact on various educational constructs. This quasi-experimental research examined the role of utilizing an AI tool, specifically Duolingo, on the engagement of FLE, and motivation of Chinese EFL learners. The present study involved 383 out of 412 Chinese university EFL students, who were assigned to either the experimental or control group. Both groups participated in pre- and post-intervention assessments prior to and following a 12-session intervention. Running a One-way Analysis of Covariance (ANCOVA) revealed statistically significant improvements in FLE, engagement, and motivation within the experimental group. On the contrary, the control group demonstrated a minor alteration in the aforementioned variables. AI tools possess the capability to captivate the attention of students and consequently enhance their motivation to actively participate in the educational experience. The results of the study designate that there are significant implications for both teachers and teacher educators concerning the incorporation of AI tools in the EFL classroom environment.