Xiao-Chen Wang

Developing and Validating a University Language Teacher Belief Scale for AI-Assisted Instruction

Teachers’ beliefs play a critical role in shaping how AI tools are interpreted and used in instruction, yet these beliefs have rarely been systematically assessed in university language teaching. This study aims to develop and validate a measurement instrument for assessing teachers’ beliefs about AI-assisted instructi...

Engagement in AI-Mediated Informal Digital Learning of English: An Adaptive Intelligence Perspective on Motivational, Psychological, and Technological Resources

Using adaptive intelligence as a theoretical lens, the study investigates how L2 motivational selves are associated with AI-IDLE engagement through psychological capital (PsyCap) and L2 grit and whether these indirect associations vary with AI literacy among 1025 Chinese university EFL learners. The proposed model was...

Structured Freedom: How AI, Teacher Support, and Periodic Testing Shape Engagement in Informal Vocabulary Learning

The rapid advancement of artificial intelligence (AI) has transformed informal language learning, providing learners with flexible, self-directed opportunities for vocabulary acquisition outside formal classroom instruction. This study examined how AI use, teacher support, and periodic testing influence Chinese EFL lea...

Tracing narrative development in children with speech, language, and communication difficulties: a CiteSpace analysis

Narrative development is central to children’s language, communication, and academic functioning, yet children with speech, language, and communication difficulties often experience challenges in organizing and expressing coherent stories. This study used CiteSpace to analyze 628 articles and reviews retrieved from the...

Enjoyment and Engagement in AI ‐Mediated Informal Digital Learning of English: A Latent Growth Curve Modelling Study

Enjoyment and engagement are critical for effective language learning, yet little is known about how these experiences evolve over time in AI‐mediated informal digital English learning (IDLE). Previous studies have mainly relied on cross‐sectional designs, limiting understanding of the dynamic development of emotiona...

Exploring the mediating role of willingness to communicate between self-regulation, professor-student rapport, and learner engagement in GenAI-supported learning: A mixed-methods study.

The present study investigates the relationships among self-regulation, professor-student rapport, willingness to communicate, and learner engagement in GenAI-supported higher education from the perspective of Social Cognitive Theory. A mixed-methods design was employed. Quantitative data were collected from 519 underg...

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