https://doi.org/10.31261/TAPSLA.17139
As AI technology becomes more available and accessible to students, there has been a surge of research investigating its impact on how students learn a target language. However, a comprehensive understanding of how these technologies influence the motivational aspects of language learning remains limited. Addressing this gap, this study explores the broader relationship between individual engagement with various AI-based tools and their motivational impact on English learning, moving beyond the focus on specific AI tools. To achieve the research objectives, engagement with AI-based programs was examined in relation to awareness, experience, and interest in the future use of AI-based programs. Then, the relationships between these AI-related elements and motivational variables (such as self-efficacy and ideal L2 self) in language learning were investigated. Finally, the influence of adaptability was explored in these specific relationships. For this study, convenience sampling was employed to collect data from 180 Korean students who were enrolled in an English course at a university in South Korea. Hierarchical regression and mediation analyses revealed that students’ awareness and experience significantly influenced their interest in the future use of AI-based applications. Among the three AI-related elements, awareness and interest in future use were related to language learning motivation, specifically, self-efficacy and ideal L2 self. Notably, adaptability was identified as a mediating factor in the relationship between awareness of AI and the motivational variables. These findings contribute to our understanding of effective language learning in conjunction with AI-based tools.
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2025
Published: 2022-05-31
10.31261/tapsla
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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