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Cited by 111EFL/ESL Teaching and LearningArtificial Intelligence in EducationEnglish Language Learning and Teaching

The DOI matches its Crossref record; 94 of the 96 references it cites were found in a registry or an index.

AI in informal digital English learning: A meta-analysis of its effectiveness on proficiency, motivation, and self-regulation

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Guan, Lihang, Li, Shaofeng, Gu, Mingyue Michelle·2024·Computers and Education: Artificial Intelligence
DOI 10.1016/j.caeai.2024.100323
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Abstract

This meta-analysis examines the efficacy of generative artificial intelligence (GenAI) in second language acquisition within self-directed, out-of-classroom informal contexts. A total of 15 studies meeting the inclusion criteria were identified that examined the impact of GenAI on second-language proficiency, motivation, and self-regulation. GenAI was shown to have significant effects on English proficiency and self-regulation, demonstrating its versatility in enhancing language learning outcomes. However, GenAI failed to show significant effects on learning motivation, and based on this finding we highlight the need to develop measures of motivation that are suitable for GenAI in education. Possible ways to apply GenAI in the informal language learning environment are also discussed based on the included literature.

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Crossref · 10.1016/j.caeai.2024.100323

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Citations

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Show all 96 references

Research works printed but not linked: 7

  1. Bailey, 2019, Online peer feedback tasks: Training for improved L2 writing proficiency, anxiety reduction, and language learning strategies, Call-Ej, 20, 70
  2. Cooper, 2015, Vol. 2
  3. Lai, 2022, Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge, Language, Learning and Technology, 26, 1
  4. Li, 2016, The construct validity of language aptitude: A meta-analysis. Studies in Second Language, Acquisition, 38, 801
  5. Nagender, 2017, WhatsApp auto responder using natural language processing and AI, International Journal of Computer Engineering &Technology, 8, 15
  6. Wang, 2021, Factors affecting the adoption of AI-based applications in higher education, Educational Technology & Society, 24, 116
  7. Wu, 2023, Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis, British Journal of Educational Technology, 1

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Metadata

Authors
Guan, L., Li, S., & Gu, M. M.
Affiliations
  • Education University of Hong Kong (HK)
  • Hong Kong Polytechnic University (HK)
Corresponding author
  • Guan, Lihang
  • Gu, Mingyue Michelle
ORCID
Venue
Computers and Education: Artificial Intelligence
Publisher
Elsevier BV
Published
2024-12
Volume
7
Pages
100323
ISSN
2666-920X (ISSN-L)
DOI
10.1016/j.caeai.2024.100323
OpenAlex
W4403915833
Semantic Scholar
c800cfd39878472245f2f6ca71d01b320d52c501
Cited by
72
References
96
Citations by year
2026: 43 · 2025: 28 · 2024: 1
FWCI
16.74
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Artificial Intelligence in Education
  • Social Sciences › Education › English Language Learning and Teaching
Keywords
generative AI, informal language learning, English as a second language, second language proficiency, student motivation, student self-regulation, self-directed learning, out-of-classroom learning, artificial intelligence in education

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