Abstract
BackgroundIn today’s rapidly evolving educational landscape, AI-powered applications like ChatGPT, POE, and Duolingo are revolutionizing language education, offering personalized learning experiences in EFL. However, challenges such as student engagement and academic procrastination persist. This study delves into how these AI tools impact EFL learners’ engagement and procrastination tendencies, aiming to inform effective technology integration in language instruction.ObjectivesThe primary goals of this research are to assess the influence of AI-empowered applications on affective, cognitive, and behavioural engagement and academic procrastination among EFL learners. By considering both the affective and cognitive aspects of engagement, the study aims to provide insights into optimizing EFL instruction through AI-driven tools while addressing academic procrastination challenges.MethodologyA quasi-experimental research method was employed, involving ten intact classes comprising 350 students divided into two groups. Engagement and procrastination scales were administered before and after the treatment. T-tests were utilized to analyze the data, comparing pre- and post-treatment scores between the groups.FindingsThe results indicate that the experimental group, exposed to AI-empowered applications, demonstrated significantly higher levels of affective, cognitive, and behavioural engagement than the control group. Keywords: AI-empowered applications, Academic procrastination, engagement, Chinese EFL learners’ engagement. Moreover, a substantial reduction in academic procrastination was observed among students exposed to AI-empowered applications.ConclusionsThe study underscores the potential of AI-empowered applications to enhance learner engagement and mitigate academic procrastination. The findings contribute to the pedagogical discourse surrounding technology integration and advocate adopting learner-centred approaches. The incorporation of AI-empowered applications in diverse educational settings is recommended.
Published Version
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