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...
Xiao-Chen Wang, Yang Gao, Barry Lee Reynolds· Language Teaching Research· 3 citations
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...
Q. Quan, Yang Gao, Xiao-Chen Wang· Journal of Intelligence· 0 citations
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...
Barry Lee Reynolds, Yang Gao, Chen Ding et al.· Education sciences· 0 citations
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...
Xiao-Chen Wang, Yang Gao, Yanchen Liu· European Journal of Educatio...· 8 citations
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...
Yang Gao, Yanchen Liu, Xiao-Chen Wang· Acta Psychologica· 0 citations
